Development of Self-Observation Assessment Rubrics to Improve Teacher Competency in Creative Gifted Education
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| Title: | Development of Self-Observation Assessment Rubrics to Improve Teacher Competency in Creative Gifted Education |
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| Language: | English |
| Authors: | Jinkyung Yoon (ORCID |
| Source: | Gifted Education International. 2026 42(1):169-182. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Competencies, Academically Gifted, Gifted Education, Self Evaluation (Individuals), Observation, Scoring Rubrics, Teacher Improvement, Check Lists, Special Education Teachers |
| DOI: | 10.1177/02614294251379176 |
| ISSN: | 0261-4294 2047-9077 |
| Abstract: | The purpose of this study was to develop self-observation assessment metrics and rubrics for teachers in gifted education, with a particular emphasis on nurturing creativity. The objective of the developed metrics and rubrics is to facilitate systematic self-evaluation, promote reflective practice, and support continuous instructional improvement. A total of 65 metrics with preliminary expert validation, organized into three instructional stages (Preparation, Implementation, and Evaluation), were generated through a multi-phase process that included a comprehensive literature review, expert review, and iterative tool refinement. Based on these metrics, three tools were developed: a self-assessment checklist, an observer checklist, and a rubric. These tools are designed to support gifted education teachers in understanding student diversity, implementing differentiated instructional strategies, and enhancing creative instructional practices. This framework offers a structured model informed by theory and expert input, with the potential to contribute to instructional development for teachers and the creative growth of gifted learners. While the tools showed promising usability in a small-scale pilot study, further research is needed to conduct full psychometric validation and to examine their long-term impact on teacher effectiveness, student creativity, and applicability across diverse educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495711 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to develop self-observation assessment metrics and rubrics for teachers in gifted education, with a particular emphasis on nurturing creativity. The objective of the developed metrics and rubrics is to facilitate systematic self-evaluation, promote reflective practice, and support continuous instructional improvement. A total of 65 metrics with preliminary expert validation, organized into three instructional stages (Preparation, Implementation, and Evaluation), were generated through a multi-phase process that included a comprehensive literature review, expert review, and iterative tool refinement. Based on these metrics, three tools were developed: a self-assessment checklist, an observer checklist, and a rubric. These tools are designed to support gifted education teachers in understanding student diversity, implementing differentiated instructional strategies, and enhancing creative instructional practices. This framework offers a structured model informed by theory and expert input, with the potential to contribute to instructional development for teachers and the creative growth of gifted learners. While the tools showed promising usability in a small-scale pilot study, further research is needed to conduct full psychometric validation and to examine their long-term impact on teacher effectiveness, student creativity, and applicability across diverse educational settings. |
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| ISSN: | 0261-4294 2047-9077 |
| DOI: | 10.1177/02614294251379176 |
