Rationale For Gifted Programs - Assessment

Assessment

So now that the necessity of these gifted programs have been established, how then do schools and talent search programs identify who meet the criteria for being gifted? National Excellence: A Case for Developing America’s Talent suggests that the following guidelines be used (Clark, 2002):

1. Look at a variety of disciplines for outstanding students.
2. Use a variety of tests and other assessment measures to find and serve students who express high levels of ability in different ways and at different ages.
3. Ensure that all students have equal access to challenging learning opportunities and unbiased assessment.
4. Develop assessment procedures that allow varying rates of maturity and interests.
5. Seek students whose potential evidences itself in diverse and less obvious ways.
6. Consider motivational factors such as interest, drive, and passion in assessing accomplishment.

There are six areas of ability which are often evaluated in order to determine whether or not a child is gifted: generic, cognitive, academic, creative, leadership, and visual and performing arts. They are measured in combinations of standardized tests, peer and teacher evaluations and nominations, and observations of the particular child. As for the legitimacy of these methods, Olszewski-Kubilius assures us that “the available research evidence suggests that these practices are valid” (Olszewski-Kubilius et al., 1998).