Chapter 3 Identifying Gifted and Talented Students Education

Thoughts and Issues in Identification n Multiple Criteria Pros and Cons of Formal Identification

Issues in Identification Diverse students n Disadvantaged n Culturally diverse n Disabled n Female

Biases in Ratings and Nominations n “Teacher Pleasers” n Underachievers n Creatively gifted students

Test Reliability and Validity n Reliability: How consistent is the measure? n n Internal

National Report on Identification n Principles of Identification n Concerns n Recommendations Education of

Identification Measures n n n Intelligence Tests Achievement Tests Creativity Tests Nominations Product/Performance Assessments

Intelligence Tests n n n Stanford-Binet Intelligence Scale Wechsler Intelligence Scales for Children Group

Achievement Tests n n Measures of skills in specific subject areas Concerns: n n

Creativity Tests n n Tests of Divergent Thinking Inventories of Creative Behaviors, Characteristics, or

Nominations n n Teacher Parent Peer Self Education of the Gifted and Talented, 6

Product and Performance Assessments n Structured Rubrics n Various sources of input n n

Rating Scales n n SRBCSS Gifted Rating Scales- School Form Baldwin Identification Matrix Frasier

Other Models of Identification n Assessment of Gardner’s Eight Intelligences n n Project Spectrum

Other Models of Identification n Triarchic Abilities Test n n Based on Sternberg’s Theory

Other Models of Identification n Multi-dimensional Culture-Fair Assessment Strategy n n Identify culturally diverse

Other Models of Identification n Talent Pool Identification Plan: Renzulli n n Step n

Identifying Gifted Preschoolers n Louisiana Plan n n Phase 1: Informing parents and teachers

Identifying Gifted Secondary Students n n Increasingly differentiated talents Importance of self-nominations PLAN inventory

Recommendations from the National Report on Identification and the NRC/GT n n n Listing

Goals of Identification n n Inclusive Provide appropriate and challenging programming for students with

Summary n n n Principles of identification Methods of identification Models of identification Special

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Thoughts and Issues in Identification n Multiple Criteria Pros and Cons of Formal Identification Top 3 -5% or Talent Pool Approach Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -2 © 2011 Pearson Education, Inc. All Rights Reserved.

Issues in Identification Diverse students n Disadvantaged n Culturally diverse n Disabled n Female n Underachievers Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -3 © 2011 Pearson Education, Inc. All Rights Reserved.

Biases in Ratings and Nominations n “Teacher Pleasers” n Underachievers n Creatively gifted students Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -4 © 2011 Pearson Education, Inc. All Rights Reserved.

Test Reliability and Validity n Reliability: How consistent is the measure? n n Internal Test-Retest Alternate Forms Inter-rater Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle n 3 -5 Validity: Does the test measure what it says it will measure? © 2011 Pearson Education, Inc. All Rights Reserved.

National Report on Identification n Principles of Identification n Concerns n Recommendations Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -6 © 2011 Pearson Education, Inc. All Rights Reserved.

Identification Measures n n n Intelligence Tests Achievement Tests Creativity Tests Nominations Product/Performance Assessments Rating Scales Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -7 © 2011 Pearson Education, Inc. All Rights Reserved.

Intelligence Tests n n n Stanford-Binet Intelligence Scale Wechsler Intelligence Scales for Children Group Intelligence Tests Nonverbal Intelligence Tests Finding the Highly Gifted Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -8 © 2011 Pearson Education, Inc. All Rights Reserved.

Achievement Tests n n Measures of skills in specific subject areas Concerns: n n Grade Equivalent Scores Low Ceiling Effects Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -9 © 2011 Pearson Education, Inc. All Rights Reserved.

Creativity Tests n n Tests of Divergent Thinking Inventories of Creative Behaviors, Characteristics, or Background Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -10 © 2011 Pearson Education, Inc. All Rights Reserved.

Product and Performance Assessments n Structured Rubrics n Various sources of input n n n Science Fair Project Art Class Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -12 © 2011 Pearson Education, Inc. All Rights Reserved.

Rating Scales n n SRBCSS Gifted Rating Scales- School Form Baldwin Identification Matrix Frasier Talent Assessment Portfolio Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -13 © 2011 Pearson Education, Inc. All Rights Reserved.

Other Models of Identification n Assessment of Gardner’s Eight Intelligences n n Project Spectrum Maker’s DISCOVER Process Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -14 © 2011 Pearson Education, Inc. All Rights Reserved.

Other Models of Identification n Triarchic Abilities Test n n Based on Sternberg’s Theory Multiple Choice and Essay Items Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -15 © 2011 Pearson Education, Inc. All Rights Reserved.

Other Models of Identification n Multi-dimensional Culture-Fair Assessment Strategy n n Identify culturally diverse students Includes: n n Brainstorming Art task Peer nominations Teacher nominations Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -16 © 2011 Pearson Education, Inc. All Rights Reserved.

Other Models of Identification n Talent Pool Identification Plan: Renzulli n n Step n n 1: 2: 3: 4: Safety valve number one Step 5: Action Information Nominations n Safety valve number two Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle Test Score Nominations Teacher Nominations Alternate Pathways Special Nominations 3 -17 © 2011 Pearson Education, Inc. All Rights Reserved.

Identifying Gifted Preschoolers n Louisiana Plan n n Phase 1: Informing parents and teachers Phase 2: General screening (scales and questionnaires) Phase 3: Individualized screening (two levels of IQ testing) Unreliability of preschool IQ tests Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -18 © 2011 Pearson Education, Inc. All Rights Reserved.

Identifying Gifted Secondary Students n n Increasingly differentiated talents Importance of self-nominations PLAN inventory PARS and PVRS inventories Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -19 © 2011 Pearson Education, Inc. All Rights Reserved.

Recommendations from the National Report on Identification and the NRC/GT n n n Listing of available assessments, inventories, and scales Identification of Gifted Students Reliability, Validity, and Constructs Measured Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -20 © 2011 Pearson Education, Inc. All Rights Reserved.

Goals of Identification n n Inclusive Provide appropriate and challenging programming for students with demonstrated gifts Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -21 © 2011 Pearson Education, Inc. All Rights Reserved.

Summary n n n Principles of identification Methods of identification Models of identification Special populations Goals of identification Education of the Gifted and Talented, 6 e Davis / Rimm / Siegle 3 -22 © 2011 Pearson Education, Inc. All Rights Reserved.