Identification |
While some commonalities exist across giftedness, one size does not fit all. Gifted learners exhibit different characteristics, traits, and ways to express their giftedness. Various issues must be considered for identification:
Identification ProcessTypically, identification policies and procedures are determined at the district level. Because no two gifted children are alike is important to collect information on both the child's performance and potential through a combination of objective (quantifiably measured) and subjective (personally observed) identification instruments in order to identify gifted and talented students. Districts typically follow a systematic, multi-phased process for identifying gifted students to find students who need services beyond the general education program: 1) Nomination or identification phase; 2) Screening or selection phase; 3) Placement phase. In the nomination and screening phase, various identification tools should be used to eliminate bias. Sample Identification Instruments 2ObjectiveSubjectiveTests & Assessments. Individual intelligence and achievement tests are often used to assess giftedness. However, relying on IQ or performance results alone may overlook certain gifted populations. Nominations: Self, Peer, Teacher, Administrator, Parent. Nominations help cast a wide net for identifying as many students as possible who might qualify for gifted services. Often, gifted characteristic checklists, inventory, and nomination forms are completed by students, parents, teachers, and administrators to provide an informal perspective. Student Cumulative Records. Grades, state and standardized tests are sometimes used as data points during the gifted identification process.
Teacher Observations & Ratings: Learning & Motivation Scales. Teachers may make observations and use rating scales or checklists for students who exhibit a certain trait or characteristic during instruction. Sample rating scales include Scales for Rating Behavioral Characteristics of Superior Students (Renzulli & Smith, 1977), Purdue Academic Rating Scales (PARS), Whitmore or Rimm Underachievement Scales, and Cultural Characteristics Scales.
Portfolios & Performances. Portfolios or work that is collected over time should include student reflections of their products and/or performances. Portfolios may be developed for both academic (language arts, math) and creative (speech, arts, music) pursuits.
Student Educational Profiles. While many forms may be used to identify gifted children, an academic or artistic case study approach can offer a more comprehensive process. Case studies may include data, observations, and growth demonstrated in various settings. 1 U.S. Department of Education Office of Civil Rights. (2014). Civil Rights Data Collection: Data Snapshot (College and Career Readiness) 2 Purcell, J. & Eckert, R. (2006). Designing services and programs for high-ability learners. National Association for Gifted Children: Thousand Oaks, CA: Corwin Press. |