![]() Assessment data alone does not guarantee entry into gifted programs. ![]() What happens with the results?: Parents, teacher and administrators need to consider whether or not students should apply for gifted programs dependant on the individual needs of the student. They need to reflect the local demographic, not only state or national norms and be specific to an area of giftedness or talent. Interpreting test scores: Test scores, including raw scores, percentile ranks, grade-equivalent scores and standard scores should all be measured against current norms and be non-biased. When should students be tested?: Assessing the IQ of students under the age of six is subject to difficulty when making informed assessments. Any specific tests fro giftedness or talent should be conducted by a trained professional. Who should conduct testing?: School-aged children are usually tested in a group situation within the classroom through measurement tools that are used to assess all students levels, these tests can lead to further investigations from teachers. e.g., Naglieri Nonverbal Ability Test ( culturally and linguistically different or low-income backgrounds to eliminate barriers) Wescher Intelligence Scale for Children, 4th Edition.Achievement tests assess the skills and knowledge already learned by the student and Ability tests assess the cognitive ability of students. Types of Tests: Tests should be reflective of the specific area that the students display characteristics in. The Purpose of Testing: To use a systematic and objection way to determine gifted and talented students, and their level. The National Association for Gifted Children (NAGC, 2015) provides an outline of a process that can be used to formally recognise and assess students who display giftedness. 112) highlights the need for equity in the administering of gifted identification practices and triangulated data from a variety of sources in order to make informed decisions. In determining the level of giftedness in students Bracken (2006, p.
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