• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.77-116
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• 1997

The paper-and-pencil multiplce choise test has been widely used to identify gifted and talented student in Korea. Such test have several drawbacks; such~a s not being able to assess creative problem solving abilities and high level thinking abilities which are important characteristics of gifted students. The Korean Educational Development Institute (KEDI) developed a performance assessment which challenged traditional methods of identification. The 5-day summer camp was held to select gifted students for the Korean Minjok Leadership Academy. 211 students were evaluated in the aspects of creative problem solving abilities, high level thinking abilities, task commitments, and cooperativeness with various performance tasks, such as essay tests, conversations, oral examinations, computer simulations, puzzles, experiments, group discussions, debates, research reports, and games. As a result, it was found that there were several limitations of the performance assessment in terms of low reliability, requiring high costs and many professionals, and taking long times and large spaces. Expanding and continuing research should follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student. follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student.

• Journal of the Korea Convergence Society
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• v.7 no.5
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• pp.221-226
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• 2016

This research was conducted as a necessary preliminary research for topics related to young gifted children education such as whether young gifted children education is really necessary, how to define the concept of giftedness, and on what grounds the identification of giftedness should be conducted by. For this purpose, the research examines the concept of giftedness in both western and eastern cultures and searched for development direction focusing on domestic research trends in the identification. The research holds its value from provision of rudimentary data in adequate identification of young gifted children in convergence era.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.69-76
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• 2005

The researcher conducts the following research to correctly identify the gifted children of science information. First, the researcher makes sufficient theoretic research on gifted children for the sake of definition and identification of the gifted children of information science, and reconstructed the identification principles, factors and procedures of the gifted children of information science on the basis of those of the gifted children of math and science the theories of a number of scholars and presented new methods of identifying new gifted children of information science. Second, the researcher set the identification procedures of the gifted children of information science and the relevant content and conducted the identification of gifted children through the observation and evaluation of sixth graders through three stages. Third, the researcher compares and analyzed the selected gifted children based on the identification procedures and ordinary groups of students excellent in math and science in terms of task achievement and looked into validity.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.307-317
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• 2011

Identifying gifted students in the valid method is one of the most important issues in the filed of gifted education. The Identification processes should be based on the theoretically sound definition of the gifted. However, the concept of giftedness varies according to the culture and philosophy of each society. Furthemore, we do not have any direct measure for evaluating students' giftedness. So far. there is no satisfactory single tool which is universally accepted as an absolute identification method. Recently, programs for gifted students are regarded as the channel for entering prestigious high schools as well as competitive colleges by many parents in Korea. As the result, education business for preparing young students to be accepted to gifted programs are growing rapidly. This study was performed in order to (1)analyze the problems in the current identification methods, (2)establish the strategies for identifying gifted students whom the future society needs, and (3)suggest the procedures and tools which can be adapted for the proposed identification methods.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.251-279
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• 2007

The purpose of this study was to develop a comprehensive model to identify underachieved gifted children in elementary schools by utilizing multiple methods. From March 1st, 2006 through September 30th, 2006, we developed and applied a 6-step comprehensive identification model for underachieved gifted children by examining 1980 children attending S elementary school located in Daegu Metropolitan City, starting from the first step of teacher nomination to the last step of committee's final decision. As a result, 4 students were identified as underachieved gifted children. For comprehensive and appropriate identification, we adopted, adjusted, or developed several standardized tests, teacher nomination form, parental questionnaire, self-report checklist, and school achievement tests, which were fine-tuned in the application process of this identification model. Based on this study, we suggest that a comprehensive identification model for underachieved gifted children in public elementary schools consist of 6 steps: a) teacher nomination, b) simplified standardized testing, c) student's self-report, d) multiple standardized tests, e) qualitative analysis, and f) a committee decision for the final identification.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.203-220
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• 2001

The purpose of this study is to propose the direction for identification of artistically gifted children by considering the methods of it as a part of the basic study for artistically gifted children education. The result of study on the identification of artistically gifted children in literature, the identification methods are classified into the formal standardized art test, the informal test, and non-test measure. And they are considered and discussed laying importance on their characteristics and problems.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.257-273
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• 2013

The purpose of this study was to explore a more useful identification method by comparing diverse selection approaches for the gifted education programs at the each elementary school. Diverse selection methods examined in the study include 'written examinations', 'mixed evaluation', 'achievement test scores', and 'self-recommendation'. For the study, each identification group's gifted students' characteristics, such as intelligence, creativity, motivation and self-regulated learning strategies, were compared. The subjects of the study were a total of 594 gifted and normal students. The results of this study were as follows: First, there were no statistically significant differences between students in each gifted education class and gifted students who belong to the regional gifted education programs which are considered higher level of gifted education programs. While, there were statistically significant differences between two groups of gifted students and general students in all aspects examined, such as intelligence, creativity, motivation and learning strategies. In addition and most importantly, diverse identification method utilized in each school showed differences in gifted students' characteristics. Especially, students who were selected through the self-recommendation showed significantly lower intelligence, creativity, motivation and learning strategies. The implications of the study related to the identification and education for the gifted at each elementary school were discussed in depth.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.257-287
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• 2010

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.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.139-152
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• 2002

The test for the identification of verbally gifted children was administered to 323 gifted and average primary school children. Listening, reading, writing were analyzed by statistical methods, and speaking was videotaped for analysis of the interview and discussion process. Cronbach's ${\alpha}$ confirmed reliability of the test. There were significant correlations between item scores and total scores. Concurrent validity was indicated by correlations between total scores and language arts scores. The test showed differences between the gifted and average children in reading and writing scores for the 2nd and the 3rd graders, and in listening and reading scores for the 4th, 5th, and 6th graders. Analysis of speaking ability showed that the gifted children expressed their ideas more logically and creatively than the average children.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.