Identification procedures
Joanne Whitmore, (1980).
Identification tends to diverge two ways: identified gifted underachievers and non-identified gifted underachievers.
TEACHER NOMINATION
Whitmore (1980, cited in NSW DET, 2004) developed a checklist for identifying gifted underachievers. Many of the checklists and rating scales used for identifying gifted students can be modified to use as tools in the identification of gifted underachievers.
This is the current checklist required by the NSW DEC.
Teachers who are responsible for the identification of gifted students are often biased against non-standard English dialects and grammatically incorrect writing as well as the behavioral differences of students from low socio-economic backgrounds (Spicker, Southern & Davis, 1987 cited in Roach & Bell, 1989).
ALTERNATIVES
Renzulli's Schoolwide Enrichment Triad Model/Talent Pool/Revolving Door Identification Model (Renzulli, 1990; Renzulli & Reis, 1994).
*more information coming up on next page
Frasier TAB’s (Traits, Aptitudes, Behaviors) Checklist.
- Identified gifted underachievers – those students who have been previously identified for gifted services based on prior standardized tests scores, yet are no longer achieving academically. Locating these students is comparatively easy work, as cross-referencing prior test scores with current GPA’s will quickly bring cases of underachievement to light.
- Non-identified gifted underachievers - multiple criteria rule has dramatically improved equitable identification (especially for minority students) (Pagnani, n.d.).
- Checklists (eg Whitmore and Reis & McCoach Common Characteristics *see below)
- Establishing potential (past aptitude tests eg NAPLAN, IQ testing)
- Student surveys (self reflection)
TEACHER NOMINATION
Whitmore (1980, cited in NSW DET, 2004) developed a checklist for identifying gifted underachievers. Many of the checklists and rating scales used for identifying gifted students can be modified to use as tools in the identification of gifted underachievers.
This is the current checklist required by the NSW DEC.
Teachers who are responsible for the identification of gifted students are often biased against non-standard English dialects and grammatically incorrect writing as well as the behavioral differences of students from low socio-economic backgrounds (Spicker, Southern & Davis, 1987 cited in Roach & Bell, 1989).
ALTERNATIVES
Renzulli's Schoolwide Enrichment Triad Model/Talent Pool/Revolving Door Identification Model (Renzulli, 1990; Renzulli & Reis, 1994).
*more information coming up on next page
Frasier TAB’s (Traits, Aptitudes, Behaviors) Checklist.
1. Interests
2. Motivation 3. Inquiry 4. Insight 5. Humour |
6. Communications skills
7. Memory 8. Reasoning 9. Problem solving ability 10. Imaginative creativity |
frasiers-tabs.pdf | |
File Size: | 31 kb |
File Type: |
Five key principles of identification are:
1. Defensibility: procedures should be devised to identify students in all domains of giftedness and fields of talent.
2. Advocacy: teachers should use assessments to promote students’ interests and should not expect students to perform equally well on all measures.
3. Equity: there should be equitable procedures for identifying groups who may be disadvantaged by the mainstream identification procedures.
4. Comprehensiveness: there should be the appropriate use of multiple sources of data.
5. Pragmatism: identification needs to be consistent with the level of resources available.
(Richert, 1991)
1. Defensibility: procedures should be devised to identify students in all domains of giftedness and fields of talent.
2. Advocacy: teachers should use assessments to promote students’ interests and should not expect students to perform equally well on all measures.
3. Equity: there should be equitable procedures for identifying groups who may be disadvantaged by the mainstream identification procedures.
4. Comprehensiveness: there should be the appropriate use of multiple sources of data.
5. Pragmatism: identification needs to be consistent with the level of resources available.
(Richert, 1991)
Common characteristics of gifted underachievers
Personality characteristics
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Internal mediators
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Differential thinking skills/styles
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Maladaptive strategies
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Positive attributes
(Reis and McCoach, 2000 in Hegde, 2009) |