IDENTIFYING GIFTED & TALENTED STUDENTS EDUC 4420 THE GIFTED CHILD P. PRICE INSTRUCTOR

Robert Sternberg (2003) Giftedness cannot possibly be captured by a single number. Unless we examine multiple sources of giftedness, we risk missing identification of large numbers of gifted individuals.

ISSSUES IN IDENTIFICATION Limited concept of giftedness Single cutoff score IQ is multifaceted Multiple criteria Exclusiveness Authentic Assessment The Underrepresented Individual needs Nurturing potential Linking identification to instruction Collaboration among teachers, administrators, and the community Early identification Working with general education

MULTIPLE CRITERIA High Intellectual Ability High Achievement scores (reading and/or math) Superior performance on a student generated product High Creativity Scores Motivation based on high academic achievement

IDENTIFICATION: PROS/CONS Davidson (1986) stated that students could not demonstrate areas of interest. (p. 83) Davidson, Renzulli, and Reis suggest using a talent pool identifying and working with 15 to 20 % of the schools population. Davidson suggests informal assessments such as parent and teacher nominations based on student observation.

ASSESSMENT PROBLEMS Identifying underrepresented populations Biases in ratings and nominations Test reliability and validity Political Problems

IDENTIFICATION METHODS Intelligence Tests—What are they? Achievement Tests—Why not EOG/EOCs? Creativity Tests Teacher Nominations Parent Nominations Peer Nominations Self-Nominations

METHODS CONTINUED Product evaluations Renzulli Rating Scale (p. 99) The Gifted Evaluation Scale Gardner’s Multiple Intelligences Culture Fair Assessment Strategy (Clasen, Middleton, and Connel)