Browse > Article

Identification Model Development for Gifted Students Based on Class Observations and Nominations  

Ryu, Ji-Young (KAIST)
Jung, Hyun-Chul (KAIST)
Publication Information
Journal of Gifted/Talented Education / v.20, no.1, 2010 , pp. 257-287 More about this Journal
Abstract
The purpose of this study is to develop an identification model for gifted students, based on class observations and nominations. The definition, issues and methods of identification were examined to achieve the research goal. Gifted identification model based on class observations and nominations consists of 4 steps: The first is the collection of multidimensional information on students, and the second is the evaluation of the students' portfolios with the rubric that has the criteria of rating scales on each information. At the third, students are observed in the class. Then the students are interviewed for the evaluation of their cognitive and non-cognitive characteristics. At the fourth, the identification committee makes a final decision for the selection of gifted students, after considering all the results from the steps. This model will be helpful to identify gifted students who are regarded to have potential abilities, especially economically disadvantaged students.
Keywords
Gifted identification; Observation; Portfolio assessment;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Lee, S.-Y., & Olszewski-Kubilius, P. (2006). Comparison between talent search students qualifying via scores on standardized tests and via parent nomination. Roeper Review, 28, 157-166.   DOI   ScienceOn
2 McCarney, S. B., & Anderson, P. D. (1998). The Gifted Evaluation Scale-Technical Manual(2nd ed.). Columbia, MO: Hawthorne Educational Services.
3 Monks, F. J. & Pfluger, R. (2005). Gifted education in 21 European countries: Inventory and perspective. Radbond University Nijmegen.
4 Naglieri, J. A. (1999). The essentials of CAS assessment. New York: Wiley.
5 Pfeiffer, S. I. (2002). Identifying gifted and talented students: recurring issues and promising solutions. Journal of Applied school Psychology, 19(1), 31-50.
6 Gronlund, N. E., & Waugh, C. K. (2009). Assessment of student achievement. 9th ed. Upper Saddle River, NJ: Pearson.
7 Hadaway, N., & Marek-Schroer, M. F. (1992). Multidimensional assessment of the gifted minority student. Roeper Review, 15, 73-77.   DOI
8 Johnsen, S. (1997). Assessment beyond definitions. Peabody Journal of Education, 72, 136-152.
9 Maker, C. J., Nielson, A. B., & Rogers, J. A. (1994). Giftedness, diversity, and problemsolving: Multiple intelligences and diversity in educational settings. Teaching Exceptional Children, 27, 4-19.
10 Gardner, H. (1983). Frames of mind. New York: Basic Books.
11 Gardner, J. W. (1984). Excellence: Can we be equal and excellent too?, New York, NY: W. W. Norton and Company.
12 Gear, G. H. (1978). Effects of Training on Teachers' Accuracy in the Identification of Gifted Children. Gifted Child Quarterly, 22(1), 90-97.
13 Geary, D. C., & Brown, S. C. (1991). Cognitive addition: Strategy choice and speed-ofprocessing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27, 398-406.
14 Coleman, M. R. (2003). The identification of students who are gifted. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Digest ED480431).
15 Cunningham, C. M., Callahan, C. M., Plucker, J. A., Roberson, C., & Rapkin, A. (1998). Identifying hispanic students of outstanding talent: Psychometric integrity of a peer nomination form. Exceptional Children, 64, 197-210.
16 Ford, D. Y. (2003). desegregating gifted education. In J. Borland(Ed.), Rethinking gifted education(pp.143-158). New York: Teachers College Press.
17 Friedman, R. C., & Rogers, K. B. (1998). Talent in context: Historical and social perspectives on giftedness. Washington, DC: American Psychological Association.
18 Cleary, T. A., Humperys, L. G., Kendrick, S. A., & Wesman, A. (1975). Educational uses of tests with disadvantaged students. American Psychologist, 30, 15-41.
19 Coleman, L. (1994). Portfolio assessment: A key to identifying hidden talents and empowering teachers of young children. Gifted Child Quarterly, 38, 65-69.   DOI   ScienceOn
20 Council of State Directors of Programs for the Gifted. (1999). The 1998-99 state of the states gifted and talented report. Longmont, CO: Author.
21 Brown, S., Renzulli, J., Gubbins, E., Siegle, D., Zhang, W., & Chen, C. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49(1). 68-79.   DOI   ScienceOn
22 Clark, B. (2008). Growing up gifted: developing the potential of children at home and at school (7th ed.). Upper Saddle River, NJ: Person Prentice Hall.
23 Borland, J. H., & Wright, L. (1994). Identifying young, potentially gifted, economically disadvantaged students. Gifted Child Quarterly, 38, 164-171.   DOI   ScienceOn
24 Clasen, D. R., Middleton, J. A., & Connell, T. J. (1994). Assessing artistic and problem-solving performance in minority and nonminority students using a nontraditional multidimensional approach. Gifted Child Quarterly, 38, 27-37.   DOI   ScienceOn
25 Borland, J. H. (1978). Teacher identification of the gifted: A new look. Journal for the Education of the Gifted, 2, 22-32.
26 Borland, J. H. (2008). Identification, In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp.261-280). Waco, TX: Prufrock Press.
27 Bolig, E., & Day, J. (1993). Dynamic assessment of giftedness: The promise of assessing training responsiveness. Roeper Review, 16, 110-113.   DOI   ScienceOn
28 Bracken, B. (2000). An approach for identifying underrepresented populations for G/T programs. Presentation at the College of William and Mary, Williamsburg, VA.
29 Archambault, F., Westberg, K., Brown, S., Hallmark, B., Emmons, C., & Zhang, W.(1993). Classroom practices used with gifted third and fourth grade students. Journal for the Education of the Gifted, 16, 103-119.
30 Baum, S., Owen, S., & Oreck, B. (1996). Talent beyond words: Identification of potential talent in dance and music in elementary students. Gifted Child Quarterly, 40(2), 93-101.   DOI   ScienceOn
31 이신동 (2006). 영재판별을 위한 지능검사의 타당성 고찰. 영재와 영재교육, 5(1).
32 Shore, B. M., & Tsiamis, A. (1986). Identification by provision. In K. A. Hellerand J. F. Feldhusen(eds). Identifying and Nurturing their Gifted. Berne: Huber.
33 이신동, 이정규, 박춘성 (2009). 최신영재교육학개론. 학지사.
34 한국교육개발원(KEDI) (2008). 한국교육개발원 영재교육센터 영재교육현황.
35 서혜애 (2009). 세계의 영재교육기관에 대한 이해. 과학고 입학사정관 전문연수 자료집. KAIST 과학영재교육연구원.
36 이순묵 (1999). 대학생 선발용 면접의 기능과 방법에 대한 통합적 고찰. 한국심리학회지: 산업 및 조직, 19, 56-75.
37 김영천 (2006). 질적연구방법론 I. 문음사.
38 박춘성 (2006). 초등영재선별을 위한 평정척도의 타당화 연구. 박사논문. 서울대학교.
39 서울경제신문 2010. 2. 1일자 사회면 기사: 방과 후 학교 형태 '영재학급' 설치.
40 교육과학기술부 (2010). 올해부터 시험 없이 과학영재 발굴. 교육과학기술부 2010년 4월 1일 보도자료.
41 Smutny, J. F. (1998). The young gifted child: Potential and promise, and anthology. Cresskill, NJ: Hampton Press.
42 Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
43 Sternberg, R. J., & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for gifted education. Gifted Child Quarterly, 46, 265-277.   DOI   ScienceOn
44 VanTassel-Baska, J., Johnson, D., & Avery, L. D. (2002). Using performance tasks in the identification of economically disadvantaged and minority gifted learners: Findings from Project STAR. Gifted Child Quarterly, 46, 110-123.   DOI   ScienceOn
45 Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics. Sterling, VA: Stylus.
46 VanTassel-Baska, J. (2002). Assessment of gifted student learning in the language arts. The Journal of Secondary Gifted Education, 13, 67-72.
47 VanTassel-Baska, J., Feng, A. X., & Evans, B. L. (2007). Patterns of identification and performance among gifted students identified through performance Tasks: a three-year analysis. Gifted Child Quarterly, 51(3), 218-231.   DOI   ScienceOn
48 Vygotsky, L. S. (1978). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds. & Trans.), Mind in society: The development of higher psychological processes(pp. 92-104). Cambridge, MA: Harvard University Press.
49 Pfeiffer, S., & Blei, S., (2008). Gifted identification beyond the IQ test. In Pfeiffer, S. I., Handbook of Giftedness in Children, pp. 177-196.
50 Pfeiffer, S., & Jarosewich, T. (2003). Gifted Rating Scales. TX: Psych Corp.
51 Pfeiffer, S., Kumtepe, A., & Rosado, J. (2006). Gifted identification: Measuring changes in a student's profile of abilities using the Gifted Rating Scales. The School Psychologist, 60, 106-111.
52 Renzulli, J. S. (1986). Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
53 Roedell, W. C., Jackson, N. E., & Robinson, H. B. (1980). Gifted young children. New York: Teachers College, Columbia University.
54 Ryser, G. R., & McConnell, K. (2004). Scales for identifying gifted students: Age 5 through 18. Waco, TX: Prufrock Press.
55 Sarouphim, K. M. (1999). DISCOVER: A promising alternative assessment for the identification of gifted minorities. Gifted Child Quarterly, 43(4), 244-251.   DOI
56 Schack, G. D., & Starko, A. (1990). Identification of gifted students: An analysis of criteria preferred by preservice teachers, classroom teachers, and teachers of the gifted. Journal for the Education of the Gifted, 13, 346-363.