This study was conducted in enrichment programs for the gifted. It aimed to address the relative absence of suitable assessments in such programs. Although enrichment programs for students with special talents expose them to various areas of knowledge and to science ideas that are usually not taught at their regular school (e.g., Pitts, Vebville, Blair, & Zadnik, 2014), they lack consistent and thoughtful assessments. Despite calls for including suitable modes of assessment in programs for the gifted in order to respond to their unique capabilities (Van Tassel-Baska & Stambaugh, 2006; Gagné, 2011) and to enhance the students' self-regulation and metacognitive abilities (Taber, 2007), most of the programs include only summative assessment.
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