Su búsqueda
Resultados 5 recursos
-
This chapter focuses on the use of the Woodcock-Johnson TV Tests of Cognitive Abilities (WJ-IV-COG) and Woodcock- Johnson IV Tests of Achievement (WJ-IV-ACH) in the assessment of students who may be gifted. To provide a context for this discussion, we first tackle the thorny issue of, "who are the gifted?" We then present the readers with the tripartite model of giftedness. Next, we discuss the various purposes of assessment of the gifted, basic principles, and fundamental beliefs underlying these assessments. Finally, we examine the unique strengths of the WJ IV COG and ACH for the assessment of the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
This chapter begins by providing a brief historical overview of giftedness, with an emphasis on identifying the major figures in the field. The theoretical formulation of intelligence and the conceptual links between intelligence and giftedness are also discussed from a historical perspective. The evolution of multitrait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures are examined. A major portion of the chapter focuses on discussing special issues related to the intellectual assessment of gifted children. The importance of considering the theoretical differences among intelligence measures, and the importance of using theory-based measures, are discussed. The chapter concludes with specific recommendations on the effective use of intelligence measures in the identification of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
This chapter discusses the theoretical formulation of intelligence and the conceptual links between intelligence and giftedness from a historical perspective. It examines the evolution of multitrait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures. The chapter describes the refinement of theory of intelligence centering on the Cattell-Horn-Carroll (CHC) model. It emphasizes the need for a better understanding of the relationships between screening procedures and the final decision outcomes based on intelligence tests. The chapter provides an extensive review of factor-analytic research, and explores the multidimensional abilities of gifted children with commonly used measures of intelligence. A major issue in identification of gifted students relates to the representation of minority students in gifted programs. Alternative approaches are provided for identifying gifted children with learning disabilities. English-language learners are underrepresented in programs that serve gifted students. The use of a single cognitive test composite score as the primary criterion for determining giftedness is highly common within schools. One of the crucial decisions made by any school system is where to set the intelligence quotient (IQ) "cutoff" score. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
This chapter begins by providing a brief historical overview of giftedness, with an emphasis on identifying the major figures in the field. The theoretical formulation of intelligence and the conceptual links between intelligence and giftedness ate also discussed from a historical perspective. The evolution of multi trait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures are examined. The refinement of theory of intelligence centering on the Cattell-Horn-Carroll (CHC) model is discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
The purpose of this chapter is to provide information for professionals interested in best practice regarding assessment of gifted students. The first part of the chapter provides a definition of giftedness and some background on its development. A rationale for the value of the WJ III in providing relevant information is also discussed. Next, there is an outline of some characteristics of gifted students that have general implications for testing. Finally, there is a presentation of case studies that illustrate various aspects of using the WJ III with gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
Explorar
Tipo de recurso
- Book Section (5)