Identification and Assessment of Talented Learners What is identification of the gifted? A process by which educators attempt to become aware of students whose ability, motivational patters, self-concept, and creative capabilities are above and beyond everyone else. We will discuss: major issues/concerns of identification methods to deal with these issues general set of guidelines

Issues and Concerns Validity of the process: Must be valid and serve as a tool to select those students who would benefit from the program. In a valid identification process students must possess: 1. Excellent verbal skills and abilities. 2. High Degree of motivation 3. Creative capability. 4. Excellent independent study skills. Questionable steps: Assessment of math and science ability- could be good test takers. Using test scores in language, creative writing, and study skills when placing in advanced math.

Talented Versus Gifted Early childhood: bright or gifted Elementary School: showing special abilities Grades 4-6: talents become more focused Middle/High: identify the gifted area(s) and develop those talents

Combining Assessment Data Problem: When assessors try to combine data (i.e. percentiles, IQs, stanines, and Z scores) Solutions: 1.The Baldwin Matrix: All scores are converted to a simple 5 or 10 level scale to get a total giftedness score. 2.Standardized Score: ease of computation and software has enhanced the ability to identify. Issues with both: globalization of these identification practices without recognizing specific talents

One Shot versus Continuing Assessment Identification- one time process but… children grow and change Reassessment : Undergo a process of differentiation and specialization in elementary/middle. Identify specialized talents and characteristics to enhance.

Reliability (accuracy in measurement) Reliable: standardized tests Not so reliable: rating scales, self-concept inventories, and observation systems Reliability must be present to a high degree for the identification process to be fair.

Ceiling Effect (obscuring their true achievement) 95% or above on grade level tests Solution: Off grade-level testing/above grade level testing. Example: Duke TIP program

Honor English Class in a Middle School The Purdue Academic Rating Scale for English Cognitive Ability Test – Verbal Teacher Recommendation ITBS – LA total Grade average from previous LA class

Honor Algebra Class in MS The Purdue Academic Rating Scale CogAT – Quantative Score Teacher Recommendation ITBS – total math Average from a previous math class

Purdue Academic Rating Scale 5 rating scales with 15 items Signs of superior academic performance in math, science, English, social studies, and foreign languages.

Tests used in Identification Ability Tests CogAT – Cognitive Abilities Test The Raven – Cobb County MAT – Millers Analogy Test Wechsler – WISC III /WISC R Stanford Binet Intelligence Test – SB IV Achievement Tests ITBS - Iowa Test of Basic Skills FCAT- Florida Achievement Test – nationally normed 2 years ago Stanford 9

Summary Programs must be designed to fit each child’s talent Identification 1. Must begin with nomination/screening 2. Assessment Process: various measures used 3. Eligibility committee 4. Continuous process to identify specific talents

What do you think? Should identification be a one time process? What are your views on reassessment?