
Essentials of Gifted Assessment
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Content
- Essentials of Gifted Assessment
- Contents
- Series Preface
- Acknowledgments
- One: Introduction to Gifted Assessment
- Who Are the Gifted?
- Brief History of Gifted Education
- Giftedness As a Social Construction
- Tripartite Model
- Should We Identify Gifted Students?
- Purposes of Gifted Assessment
- Two: Conceptions of Giftedness Guide Gifted Assessment
- Traditional Psychometric View
- Talent Development Models
- Differentiated Model of Giftedness and Talent
- Subotnik's Developmental Transitions in Giftedness and Talent
- Stanley's Talent Search Model
- Renzulli's Three-Ring Conception of Giftedness
- Expert Performance Perspective
- Multiple Intelligences Model
- Theory of Successful Intelligence: WICS
- Synthesis of Divergent Views of Giftedness
- Conclusion
- Three: Gifted Assessment: Guiding Principles and Fundamental Beliefs
- Fundamental Beliefs of Gifted Assessment
- Key Principles in Gifted Assessment
- How We Define Gifted Is Important
- Assessment Should Consider Types of Available Gifted Programs
- Psychometrics Count
- People, Not Test Scores, Should Make Diagnostic Decisions
- Multiple Measures Are an Advantage
- Local Norms and Recurring Assessment Are Advantages
- Beliefs and Principles Conclusion
- Decision-Making or Selection Models
- Four: Measuring Intellectual and Academic Ability
- Why and When to Use Tests of Cognitive and Academic Ability
- Where Does Abstract Reasoning Fit In?
- What Tests of Cognitive Ability Measure
- General and Specific Abilities
- Hierarchical Models: Cattell-Horn-Carroll
- Abstract Reasoning
- General Intelligence (g)
- Clinical Insights
- General Ability Index
- Clinical Considerations and Adaptations for High-Ability Students
- Tests with High Ceilings
- Testing the Limits
- Extended Norms
- Levels of Intellectual Giftedness
- Some Popular Iq Tests Used in Gifted Assessment
- Wechsler Intelligence Scale for Children-Fifth Edition
- Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition
- Stanford-Binet Intelligence Scales, Fifth Edition
- Woodcock-Johnson IV Tests of Cognitive Abilities
- Differential Ability Scales, Second Edition
- Kaufman Assessment Battery for Children, Second Edition
- Cognitive Assessment System, Second Edition
- Reynolds Intellectual Assessment Scales
- A Few Illustrative Academic Measures
- Conclusion and Recommendations
- Five: Identifying and Assessing Creativity
- Defining Creativity
- Measuring Creativity
- Divergent Thinking: Torrance Tests of Creative Thinking
- Divergent Thinking: Profile of Creative Abilities
- Self-Report: Abedi Test of Creativity
- Teacher Checklist: Gifted Rating Scales-Creativity Scale
- Consensual Assessment Technique
- Creativity, Intelligence, and Talent Development
- Unanswered Questions
- Six: Alternative Gifted Assessment Methods
- Teacher and Parent Nominations
- Portfolio Assessment
- Nonverbal Measures
- Teacher Ratings
- The GRS As a Measure of Change
- Assessing Readiness for Grade Acceleration
- Types of Acceleration
- Iowa Acceleration Scale
- Seven: Frequently Asked Questions About Gifted Assessment
- Six Questions
- 1. Should Nonverbal Tests Be Used As Part of Gifted Assessment, and If So, When?
- 2. How Should We Approach the Assessment and Identification of Typically Underrepresented Gifted Populations?
- 3. What Constitutes a Complete Gifted Assessment Test Battery?
- 4. Should Social Competence, Passion for Learning, Motivation, and Emotional Intelligence Be Included in Gifted Assessment?
- 5. Should We Be Concerned About Multipotentiality When Testing High-Ability Students?
- 6. Are There Any Recommendations for Assessment of the Twice-Exceptional Learner?
- Concluding Comments
- References
- About the Author
- Index
- End User License Agreement
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