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Many in the field of gifted education have suggested that new conceptions of giftedness and a new paradigm for identifying and selecting students will help low socioeconomic and minority students become more represented in gifted programs. This new paradigm of identification would recognize the different ways in which students display giftedness and would call for more varied and authentic assessments. Based on our current understanding of the problem of underrepresentation of low-income and minority students in gifted programs and preliminary studies, the use of performance-based assessment as a nontraditional tool for enhancing the possibility of greater representation of such students in these programs appears to be a promising development. Performance assessments focus on challenging open-ended problems that require high-level thinking and problem solving, and put an emphasis on the process the student uses to come to an answer rather than on whether or not the student can quickly find the right answer. This chapter examines the academic and social-emotional impact of performance task assessment, utilizing data from a follow-up study of gifted students' identification and achievement profiles over 6 years and vignette analyses of students of special prototypes in terms of SES, ethnic membership, and ability profiles. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Assessing nontraditional students who come from culturally diverse backgrounds, low socioeconomic households, or who have limited English language proficiency has long been a concern in psychology and education. With an increasingly large and diverse student body in U.S. schools, there has been a corresponding press for equitable assessment and representative identification of ethnic and racial minority students for inclusion in special education programs, including programs for the gifted and talented. Additional efforts and new directions have been required to ensure that equitable assessment and identification practices are employed for all students in U.S. schools, especially for those nontraditional students who historically have been disenfranchised by the educational system. This chapter explores two innovative and promising strategies for accurately and representatively identifying diverse populations of students as gifted and talented, while reducing the sometimes biased overlays of language, culture, and poverty. The two primary instruments addressed in this chapter are the Universal Nonverbal Intelligence Test (Bracken & McCallum, 1998), which assesses cognitive functioning from a nonverbal assessment paradigm, and the Clinical Assessment of Behavior (Bracken & Keith, 2004a), which assesses teachers' and parents' perceptions of students' behavioral functioning, including important behaviors associated with giftedness (e.g., social skills, competence, executive functioning). Other instruments will be mentioned in passing. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Sternberg explores a new use for alternative assessment as a value-added aspect of identification of gifted learners, exploring the employment of practical and creative performance-based assessment tasks as part of a college admissions process at a selective university. Rather than discontinue the use of the SAT, which he argues measures primarily analytical abilities, he and his Rainbow Project collaborators devised a system that added additional tasks to the college application form, resulting in finding more minority students who qualified for admission during the pilot year of the initiative. The theory underlying this new "Rainbow Assessment" is the theory of successful intelligence (Sternberg, 1997), which also forms the basis for a theory of giftedness (Sternberg, 2000, 2005). His pilot use of this multifaceted testing approach at grades 4-7 also is briefly described. Sternberg concludes his chapter by asserting the need to identify for diversity and to validate tests that are successful in doing so. Such a stance provides a strong purpose for identification, yet it is clearly different from our testing history that has sought to identify the students who are most advanced in cognitive development across and within areas of learning. Sternberg then raises an important issue about the core purposes of testing for gifted programs: Should diversity trump evidence of advanced ability? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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Robinson provides an important cautionary tale about the use of alternative assessments. She clearly argues for the retention of more traditional tests as a way of ensuring that underrepresented populations are not overlooked in the identification process. In crafting her argument for traditional tests, she cites literature supporting the use of both aptitude and achievement tests to find students who already are demonstrating giftedness, the majority of students we seek to find. In identifying students of promise, she suggests that such tests may be useful but far from conclusive in locating these students, suggesting that traditional measures also need to be considered. An important issue raised in her chapter is that of the purpose for which the testing is done, noting the need to provide the optimal match between the tools employed to find students and the program provided to serve them. If giftedness is defined as advanced cognitive development, then we have many traditional measures that can identify it, according to Robinson. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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Considering this orientation to gifted learners and their needs, this chapter will (1) examine the philosophical underpinnings of curriculum for gifted learners, (2) discuss the research base of various curriculum models, (3) examine embedded affective curriculum options for gifted learners, (4) share ideas for evaluating the implementation and the effectiveness of curricular and affective components of an overall schoolwide system of service for gifted learners, and (5) describe implications for support personnel like counselors and psychologists for working with gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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- Book Section (5)