structures, and family support); they focus equally on positive and negative perspectives. Accuracy of the The participant The participant All calculations The calculations data analysis uses more than uses more than are accurate. include errors. one measure to one measure to show findings; show findings he or she (e.g., frequency presents the counts and analysis of data frequency in two or more percentages); all different ways calculations are (e.g., a table and accurate. a graph); all calculations are accurate. Relevance of the The participant The participant The participant The participant interpretation describes both describes both describes does not obvious and less obvious and less obvious patterns describe obvious obvious patterns obvious patterns in the data, but patterns in the in the data (e.g., in the data (e.g., not less obvious data or identifies general general ones; his or her actions that do tendencies and tendencies and summary and not properly outliers, outliers, action steps account for the subgroup subgroup respond to perspectives of perspectives); perspectives); tendencies the educators at his or her his or her revealed through his or her summary summary and obvious patterns school. responds to action steps in the data. tendencies respond to revealed through tendencies patterns in the revealed through data; his or her patterns in the action steps are data. attentive to features of the school’s organizational
structures, and family support); they focus equally on positive and negative perspectives. Accuracy of the data analysis The participant uses more than one measure to show findings; he or she presents the analysis of data in two or more different ways (e.g., a table and a graph); all calculations are accurate. The participant uses more than one measure to show findings (e.g., frequency counts and frequency percentages); all calculations are accurate. All calculations are accurate. The calculations include errors. Relevance of the interpretation The participant describes both obvious and less obvious patterns in the data (e.g., general tendencies and outliers, subgroup perspectives); his or her summary responds to tendencies revealed through patterns in the data; his or her action steps are attentive to features of the school’s organizational The participant describes both obvious and less obvious patterns in the data (e.g., general tendencies and outliers, subgroup perspectives); his or her summary and action steps respond to tendencies revealed through patterns in the data. The participant describes obvious patterns in the data, but not less obvious ones; his or her summary and action steps respond to tendencies revealed through obvious patterns in the data. The participant does not describe obvious patterns in the data or identifies actions that do not properly account for the perspectives of the educators at his or her school.
Gifted-Acceleration-Project.docx