Testing and Gifted Students

What’s the difference between gifted testing and gifted assessments? Gifted testing is generally a standardized, universal screening used to determine eligibility for gifted programs/services and administered in a way to ensure it’s given to every student in a consistent manner (Davidson Gifted). Gifted assessments are more comprehensive (and costly) and given by trained professionals such as school psychologists or outside psychologists who specialize in gifted assessment. They can be quantitative (IQ, achievement, cognitive evaluations) and qualitative (teacher/parent observations, student interviews, portfolios).

How are achievement tests and ability tests categorized? Achievement tests screen for particular areas of strength and acquired knowledge. They are usually group administered (ACT/SAT), but may also be part of a gifted assessment. Ability tests look at cognitive abilities or IQ as part of gifted assessments and are a more in-depth review of the child’s capabilities. Some common ability tests include WISC-V and Naglieri Nonverbal-3 for individual testing and CogAT for group testing.

Utilizing multiple assessments for screening can improve diversity in gifted programs as well as identify 2E students who are often missed by traditional methods. Multiple assessments can take into account a child’s linguistic background, access to extracurricular educational opportunities, and services offered by their school districts. Limitations found in traditional assessments can be addressed by considering local norms over national norms and using tools such as the Teacher Observation of Potential in Students (TOPS).

Assessment of learning is the traditional approach of viewing testing/assessments as the gateway to obtaining gifted services in a school setting. Assessments for learning involves formative assessment which is informal (generally), flexible, and ongoing. They look at strength-based data disregarding norms and focusing on personal strengths of individual students (Renzulli, 2022).

Academic growth in our students should be the hallmark driving all facets of education. Identifying GT students is of little value if their academic careers stagnate. Once testing is completed, provision for quality curricular intervention via a Differentiated Learning Plan (DLP) or GIEP with additional student input is essential. Additional tools which can assist in determining instructional services include Depth and Complexity icons and CogAT Ability Profiles (Simonds, 2023).

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 1AM GMT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community.

About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Gifted Testing and Assessment | Davidson Gifted

What to Consider Before Testing Your Child for Giftedness

It’s never too early — or late — to identify gifted students

The benefits of multiple screenings for student giftedness

Identifying Gifted and Talented Students: What to Consider

Why universal screening is a more equitable identifier of gifted and talented students

Considerations for Identification of Gifted and Talented Students: An Introduction to Identification (pdf)

Best Practices for Determining Eligibility for Gifted Programs (pdf) | Rutgers Center Effective School Practices

Beyond GT Identification: Are your students actually making academic gains?

Gifted Testing: Identifying When a Child is Gifted

Guidance for IEP Teams: Alternative Methodology for Meeting Gifted Screening Requirements (pdf) | SC Department of Education Office of Assessment & Standards

Gifted Identification & Assessment

Tests & Testing | CTY Johns Hopkins

The Future of Gifted Education and The Drowning Man Analogy | NAGC

Gifted and Talented Tests

Graphic courtesy of Lisa Conrad.

Talking to Gifted Kids about Giftedness

Should gifted children be told they are gifted? Absolutely – Chances are they already know or suspect – but not always. More likely, they feel different from others, and this can have all kinds of ramifications. Gifted children are not monoliths – being HG or 2E – their unique experiences need context for them to thrive. Not being told they are gifted can lead to struggles with making friends, boredom, behavior issues, and conflicts with adults.

Dr. Jim Delisle has written about his approach to talking to children about being gifted – it’s about ‘better at’ and not ‘better than’. It’s not a matter necessarily of being different, but how they feel about being different from peers which needs to be addressed when talking about giftedness. Parents of gifted children can often talk to their children from the standpoint of being gifted themselves – sharing personal experiences is a great place to start.

At the moment a child begins to question or share feelings of being different from age-peers, a conversation about giftedness should begin. A child’s maturity and inquisitiveness should be taken into consideration about when to talk about what being identified as ‘gifted’ means. At times, outside forces – bullying, test results, required assessments, school deadlines – all contribute to the necessity of beginning the conversation.

What strategies can teachers use when talking to their students about giftedness? Teachers are in a unique position when talking to their students about giftedness. They may have to put personal prejudices on hold as well as respect the wishes of parents. Talking to students about being gifted is an area of teaching which can greatly benefit from continuing PD. It’s always good to have an evidence-based plan in place. Teachers can help students to understand the benefits of being identified, seeking appropriate academic options, and planning for the future.

What are the benefits of telling a child they are gifted? Validation – whether one likes it or not, the ‘label’ exists. Telling a child why it exists helps them understand the importance of gifted education – challenge, opportunity, and responsibility. Relief – it can help to calm feelings of not being understood, acknowledging areas of strengths (academics, the arts, etc.), and the inappropriateness of labels such as ‘nerd’ or ‘weirdo’. Success – once a child comprehends the nature of their abilities, they can work to excel in areas of strength and interests culminating in a more rewarding life.

A transcript of this chat may be found at Wakelet.

Resources:

Talking With Your Child About Giftedness (pdf) | NAGC

Is It OK to Call a Child “Gifted?”

How to Explain “giftedness” to Your Child

Your Kids Are Gifted. Should You Tell Them?

How to Tell a Child He/She is Gifted

How NOT to Tell a Child He/She is Gifted

Should we tell them they’re gifted? Should we tell them how gifted?

Emotional Intensity in Gifted Students 2nd Edition (book)

101 Success Secrets for Gifted Kids: Advice, Quizzes, and Activities for Dealing With Stress, Expectations, Friendships, and More

Addressing the Elephant in the Room: How to Talk about Giftedness (pdf)

How to Talk to Your Kid about Being Gifted or 2e

A Parent’s Guide to Gifted Children (Book – Release date: 4/11/23)

How Can We Better Understand, Identify, and Support Highly Gifted and Profoundly Gifted Students? (pdf) | Annals of Cognitive Science

Understanding Your Gifted Child | Psychology Today

Ten Things Not to Say to Your Gifted Child: One Family’s Perspective Paperback (book)

Talking about Giftedness: The Elephant in the Room | SENG

How to Talk to Your Gifted Child

Graphic courtesy of Lisa Conrad

Recognizing Giftedness & Potential in the Early Years

Recent studies show remarkable consistency with those conducted 80 years ago (Hollingworth, 1942) regarding early signs of giftedness and potential. Parents are usually the first to notice these signs. Every child is different, and their environment can play a decisive role in recognition of giftedness. That said, the earliest signs of potential may include unusual alertness, early language and/or motor skill development, and early reading and abstract reasoning. Classroom teachers may observe advanced vocabulary; intense observation, concentration, and curiosity; strong critical thinking; early leadership skills and less need for direction; and self-reliance.

Identifying giftedness and potential is more than high grades and test scores. Observation by all stakeholders (parents, teachers, professionals in the field) plus testing is needed to make sure potential does not go untapped. When young gifted children aren’t identified, they may underachieve in school due to environmental factors, an unchallenging curriculum, or lack of study skills. If a preschooler enters school already reading and knowing basic math, school may not be providing the highest quality of education they need to maximize their potential.

There are several different types of tests used in identifying gifted children. Achievement tests are generally subject specific. Standardized tests (PSAT, SAT, Act) are usually group-administered and compare students to their age-peers. Ability tests are another means of identification. They include tests such as IQ tests, Stanford Binet, Wechsler Intelligence Scale (WISC-V), or Naglieri Nonverbal Ability Test (NNAT3). There are factors which may influence how early tests are administered. Under age 4 is difficult to test due to the child’s reaction to strangers or even the length of test (lose focus, hunger, growing tired).

Twice-exceptionality – gifted with learning challenges – can affect recognition of giftedness and often interventions or accommodations. Some studies suggest that 10% of the population falls in this category. Early intervention is extremely important for students who are gifted, but experience a wide-range of disabilities as their disability can mask the giftedness and thus potential. Twice-exceptional children can benefit from testing for both their disability and giftedness. They may be found to be highly gifted, but not be able to learn at the same pace as their peers.

There are many strategies teachers can use to recognize giftedness and potential in their students including universal, school-wide group testing at the elementary level and individual testing. A widely used tool for recognizing giftedness in young children is the use of behavioral checklists to document signs and behaviors such as learning lessons far ahead of peers, being good problem solvers, and displaying leadership skills. Another way to determine giftedness is through self-directed lessons. Teachers can differentiate the curriculum for early readers, complex thinkers, or those who have large vocabularies.

Parents of young gifted children are always seeking resources. They can begin with their child’s teacher, school counselor or psychologist, or gifted education specialist. Parents can also seek out other parents locally, contact state gifted organizations or dept. of education, or national organizations such as @NAGCGIFTED or @SENG_Gifted for information.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Meta Page provides information on the chat and news and information regarding the gifted community.

Resources:

What Are Some Characteristics of Gifted Children? | Paradise Valley Schools

Guide on Identifying Gifted Children | Education Corner

Characteristics and Traits of Gifted Children | Davidson Gifted

How to Get Your Child Tested for Giftedness | Davidson Gifted

Early Signs of Giftedness (pdf) | Gifted Development Center

Extreme Intelligence in Toddlers and Preschoolers FAQ | Davidson Gifted

Signs of Giftedness | ABC Ontario

Is your kid gifted? Here are the Signs, says Performance Expert—and How Parents can Raise Exceptionally Smart Kids | CNBC

Preschool Behaviors in Gifted Children | Minnesota Council for the Gifted and Talented

These Are the Signs of a Gifted Baby or Toddler | NY Metro Parents

UK: 17 Early Signs your Child May be Gifted Include Talking A Lot and Good Sense of Humour, says Mensa

Traits of Giftedness | NAGC

Is Your Child Gifted? What to Look for, Why You Should Know | Psychology Today

What Are Signs of Genius? | WebMD

Twice-Exceptional Kids: Both Gifted and Challenged | Child Mind Institute

Gifted, On the Spectrum, or Both? | Davidson Gifted

Self-directed Lessons can Help Educators Identify Gifted Learners

The Rage-to-Learn Gifted Child: Meeting Their Needs

An Early Childhood Assessment Tool to Identify Young Gifted Children (pdf)

95 Essential Links for the Parents of Gifted Children: Websites & Online Resources (2022)

Bright Links

Is My Child Gifted? | Davidson Institute

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

Supporting Gifted ELLs in the Latinx Community

This week, we welcomed Dr. Michelle Pacheco DuBois and Dr. Robin Greene. They are the authors of the book Supporting Gifted ELLs in the Latinx Community Practical Strategies, K-12. (Use code ‘loyal’ at Routledge for a 20% discount). Dr. DuBois is the Gifted and Talented Coordinator for the Boulder Valley School District, Colorado, USA. She holds a Doctorate of Education in Curriculum and Instruction with a specialization in Gifted Education. Dr. Greene is the Director of Gifted and Talented Education for Denver Public Schools, Colorado, USA. She holds a Doctorate of Education in Curriculum and Instruction with a specialization in gifted education.

English language learners are not native speakers and have limited ability speaking, writing, and reading English. They live in families or communities where English is not the primary language used. English language learners are at-risk of being underachievers, dropping out of school, and experiencing anxiety and frustration in social situations.

What does an inclusive culturally responsive gifted environment involve? It involves appropriate identification tools and methods as well as fair assessments which consider the student’s culture. Retention of Latinx gifted students requires blending a culturally responsive and linguistically diverse environment with gifted education strategies involving language, culture, and giftedness. Culturally responsive gifted education involves broadening professional learning to encompass a wider cultural lens, and policies and practices that respect a student’s culture.

A major criticism of gifted education today centers on a lack of diversity. Changes to identification tools and processes can go a long way in improving this situation. Misperceptions surround linguistic ability and language proficiency, and their bearing on a student being identified as academically talented. Limited English proficiency should never be used as a reason to prevent a student being identified for a gifted program. The program should be tailored to the student, not the other way around.

Best practices in culturally responsive assessments include multiple assessment options, availability of performance assessments, and provision for academic or talent portfolios. Further best practices in assessment include universal screening, use of local norms, and ongoing assessments throughout the school year. Best practices in culturally responsive programming include ensuring Latinx students see themselves in the curriculum, have access to advanced linguistic supports, and are provided authentic learning experiences which reflect their culture.

Best practices in PD for GT educators serving Latinx ELLs include having a district strategic plan which is culturally responsive. Professional learning for educators of Latinx students should involve learning about the various cultures within the school community. Educators of gifted ELLs should have access to PD in gifted education to better support their students.

Relationships between teachers and parents of gifted ELLS should be firmly rooted in partnerships that promote gifted education and find ways to involve families in the school community. Communication between parents and teachers should be multi-faceted, ongoing, and should look for ways to incorporate strengths of Latinx families in the classroom.

A transcript of this chat may be found at Wakelet.

Resources:

Supporting Gifted ELLs in the Latinx Community: Practical Strategies, K-12 1st Edition (book)

Gifted Culturally Linguistically Diverse Learners: A School-Based Exploration (thesis – pdf) | Robin M. Greene, University of Denver

The Underrepresentation of Latin@ Students in Gifted Programs: Teachers’ Perceptions of Giftedness & Its Effects in the Nomination of Potentially Gifted Latin@ Students (thesis – pdf) | University of Wisconsin Milwaukee

“Why are the Gifted Classes So White?” Making Space for Gifted Latino Students | Journal of Cases in Educational Leadership

‘Where Are All the Latino Males in Gifted Programs?’ (chapter) in Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future

‘Si Se Puede/Yes We Can: Ramping up Efforts for Collaborating with Hispanic Parents & Families’ in Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices & Directions for the Future (book)

Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education | National Association of School Psychologists

‘We Don’t Have Any Talented Students’: Confronting English Language Learners’ Drastic Under-Representation in Elementary Gifted & Talented

Optimal Gifted and Talented Student Identification: Maximizing Efficacy, Efficiency, and Equity (pdf)

Using local norms in GT identification | The Citizens Advisory Committee for Gifted and Talented Education in Baltimore County, Maryland

TIP Study Finds Using Local Criteria Identifies More Students as ‘Gifted’

Using Local Norms: A Strategy to Reduce Excellence Gaps (pdf) | WKU

Supporting Special Populations in Gifted Education

¿Dónde Están? Exploring the Identification Process for Gifted English Language Learners (pdf)

The Underrepresentation of CLD Students in Gifted and Talented Programs: Implications for Law and Practice (pdf) | University of Maryland Law Journal of Race, Religion, Gender & Class

Exploratory Study on the Identification of English Learners for Gifted and Talented Programs (pdf) | National Center for Research on Gifted Education

Identifying and Assessing Gifted and Talented Bilingual Hispanic Students (pdf)