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

• Identification1. 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?