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.

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.

Building a Successful Gifted Program

Gifted programs should ensure a continuum of services throughout a GT student’s entire K-12 school career. They should include opportunities for all forms of acceleration, differentiation in the regular classroom, and alternative learning environments. All gifted programs need a social-emotional component to fully meet the needs of gifted students.

Best practices in gifted identification require a multifaceted approach. Reliance on only one measurement, such as IQ tests, will result in many students being missed. Out-of-level testing are essential to avoid inaccurate measurements. Because the best programs are tailored to student needs and not vice versa; universal testing as well as parent and teacher recommendations, should be utilized. Gifted identification should be culturally sensitive, linguistically appropriate, and take into account low-SES environmental factors such as lack of access to technology.

The best gifted programs provide challenge to all GT students include PG, twice-exceptional, and ELL. Curriculum should promote authentic experiential learning experiences and be conducive to exploration of student interests. A gifted curriculum should be more complex, provide in-depth study of key-concepts; and stress higher-level thinking, creativity, and problem solving. It can include enrichment and compacting as needed. Services may include standalone gifted classrooms; full-grade or subject acceleration; full or part day pull-out; independent study; early entrance/early out; dual enrollment in college classes; and counseling services.

Parents should be included in district planning and evaluation of gifted programs. Programs serve students and parents are often good judges of their child’s need. Their involvement can be a conduit for advocacy of gifted programs. As programs develop, parents need to be informed of identification criteria and procedures; and have access to application forms. Utilizing classroom tech, social media, and newsletters are all ways to stay connected. Forming a Parent Support or Advocacy group is a great way to build support for a school’s gifted programs. Parents can be invited to special information sessions at Parent Night events or engaged at regular monthly meetings.

Professional development is essential in a high quality gifted program. Few teachers receive any coursework in gifted education during their undergraduate years. PD should be often and on-going to be effective. Gifted endorsement is highly recommended. Most endorsements are attainable online. Many states require teachers of gifted students to receive continuing education credits in gifted education.

What criteria should be used for evaluating effectiveness of program options & design? Criteria for student products should high-level and exemplary. Student products should be comparable to those of professionals in the field, challenge existing ideas, and produce new ones. Criteria for evaluating a program’s success and effectiveness should rely on standardized, achievement, and performance-based assessments as well as program feedback from all stakeholders – students, teachers and parents. All students, including GT students, should demonstrate academic growth with special care identify areas of strength and weakness in order to modify existing programs to better meet students’ needs.

A transcript of this chat may 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/1 AM 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 Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Resources:

Gifted Program Development

Building an Exemplary Gifted Program

Elements of a Good School Gifted Program

South Carolina – Gifted and Talented Best Practices Guidelines: Identification (pdf)

Gifted Education in America is Finally Moving Past its Legacy of Inequality

Why School Districts Are Rethinking Gifted & Talented Programs

Why Grouping Kids Based on Ability Works

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

Featured California Schools for Gifted Learners

Top Four Things to Look for in Your Gifted Program

The Best Kind of Schools for Gifted Kids

TAGT: Program Evaluation

Program Evaluation in Gifted Education (Book)

Gifted Education Strategies

Developing Exemplary Gifted Developing Exemplary Gifted Programs: Programs: What does the research say? What does the research say? (pdf)

High-Potential Students Thrive when School Districts Develop Sustainable Gifted Services

Texas State Plan for the Education of Gifted/Talented Students 2019 Final (pdf)

UK: What Works in Gifted Education? A Literature Review (pdf)

Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement and Behavior (pdf)

What Works in Gifted Education: Documenting the Effects of an Integrated Curricular/Instructional Model for Gifted Students

Gifted Education in China

State of the Nation in Gifted Education 2012 – 2013 (pdf)

Photo courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad.

Role of Assessment and Curriculum Design

The first consideration in assessment is best practices in the identification of GT students. It’s important to use multiple criteria when assessing and identifying GT students. Various assessments should be used at varied times. Consideration should be given to multiple talent areas. When identifying students for a GT program, measures that are relevant to available programs should be considered. Equitable processes for selection, validation and placement are important in the identification process. Consideration of instruments (tests) and other approaches should be sensitive to the inclusion of minority, ELL, low-SES and disabled students. Out-of-level assessments may need to be used and different procedures should be considered for secondary students.

There are many considerations that must be taken into consideration when designing curriculum for identified GT students. Does the curriculum provide sufficient depth, complexity, and pacing? GT students should be provided opportunities for metacognition and reflection. Will they be taught content, process, and concepts? Three characteristics of GT students critical for curriculum design include complexity, precocity and intensity. (VanTassel-Baska 2011) Motivation, persistence, interests, and access to resources and support are also important. GT students are capable of providing high-quality feedback regarding the curriculum. Will they be given sufficient voice to provide such feedback?

Appropriate learning assessments for gifted students include performance-based assessments and off-level achievement tests. Portfolios and informal assessments such as one-on-one discussion or peer-group discussions and observations are also appropriate for GT students.

The NAGC has produced national standards which list expected student outcomes. Standard 3 deals specifically with curriculum planning and instruction. We have provided links to these resources. Student outcomes include students demonstrating growth commensurate with aptitude; developing talents in talent or interest areas; and becoming independent investigators. In addition, student outcomes include developing knowledge and skills to live in a multicultural, diverse and global society; and receive benefits from gifted education that provides high quality resources and materials.

GT curriculum should provide “a means to serve not only the internal characteristics of gifted students, but also develop talent traits that are instrumental for advanced achievement. These talent traits include intellectual engagement, openness to experience, perseverance and passion for attaining long-term goals, a need for Ascending Intellectual Demand & intense focus in areas of personal and professional interests.” (Housand, A)

A transcript of this chat may 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 Noon NZST/10 AM AEST/1 AM 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 Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.