References


Above-Level Testing is an Important Tool for Assessing the Educational Needs of Academically

Talented Students. (2019). Retrieved from

https://tip.duke.edu/sites/default/files/atoms/files/jtf-above- level-testing.pdf

Brown, E. (2012, February). Is response to intervention and gifted assessment compatible?

Journal of Psychoeducational Assessment, 30(1), 103-116. Retrieved from https://sakai.duke.edu

Burke, K. (2010). The balanced assessment model: When formative meets summative. In

balanced assessment: Formative to summative, (pp. 19 - 26). Bloomington, IN: Solution Tree Press. Retrieved from https://sakai.duke.edu

Karnes, F. A. & Stephens, K.R. (2008). Achieving excellence: Educating the gifted and

talented. Upper Saddle River, NJ: Pearson Education.

North Carolina Academically and Intellectually Gifted Program Standards. (2018). Retrieved

from https://www.ncpublicschools.org/docs/advancedlearning/aig/ncaig-program-

standards.pdf

Ryser, G. & Rambo-Hernandez, K. E. (2014, January). Using growth models to measure school

performance: Implications for gifted learners. Gifted Child Today, 37(1), 17-23. Retrieved from https://sakai.duke.edu

Stiggins R. J. (2002). Assessment crisis: The absence of assessment for learning. Kappan, 83

(10), 758-765. Retrieved from https://sakai.duke.edu

© 2019 Joyce Walker, Western Harnett High School- AIG4 Hispanics.org/Harnett County Public Schools, North Carolina
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