DOCUMENT RESUME

ED 318 208 EC 230 838

AUTHOR Claus, Richard N.; Quimper, Barry E.TITLE Gifted and/or Talented Target Population and

Identification Process: Matrix of StudentCharacteristics and Data Sources, 1988-89. EvaluationReport.

INSTITUTION Saginaw Public Schools, Mich. Dept. of EvaluationServices.

PUB DATE Dec 88NOTE 24p.

PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Ability Identification; Affective Measures;

Cognitive Tests; Elementary Secondary Education;*Evaluation Methods; *Gifted; Preschool Education;Psychomotor Skills; Student Characteristics; StudentEvaluation; *Talent; *Tests

ABSTRACTThe paper identifies characteristics of gifted and

talented children. A matrix is presented listing gifted/talentedstudent characteristics crossed with possible information sources fordetermining giftedness (i.e., test data, performance data, anddevelopmental data). Appendix pages then provide details of varioustests that are available to aid the identification process. In Viecategory of cognitive ability, tests listed include individual andgroup intelligence tests, aptitude tests, achievement tests, andcreative and critical thinking skills tests. Affective data may beassessed through self-concept tests and personality tests.Psychomotor tests are also included. The appropriate age or gradelevel for each test is cited, and subtests of each test arenoted.(JDD)

***********W******** ***** **********************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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GIFTED AND/OR TALENTED TARGET POPULATIONAND IDENTIFICATION PROCESS: MATRIX

OF STUDENT CHARACTERISTICS ANDDATA SOURCES

1988-89

42b

DEPARTMENT OF EVALUATION SERVICES- PROVIDING ASSESSMENT, PROGRAM EVALUATION AND RESEARCH SERVICES

Sapinaw Public SchoolsPERMISSION TO REPRODUCE THIS

SaginawMATERIAL HAS BEEN GRANTED BY

'Pr) , Michigan(1<d_

4k.)BEST COPY AVAILABLE TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER IERICI

GIFTED AND/OR TALENTED TARGET POPULATIONAND IDENTIFICATION PROCESS: MATRIX

OF STUDENT CHARACTERISTICS ANDDATA SOURCES

1988-89

An Approved Report of the

DIVISION OF ADMINISTRATION AND PERSONNEL

Department of Evaluation, Testing, and Research

a451.4/Ri hard N. Claus, Ph.D.Manager, Program Evaluation

B ry E.Evaluatio

imper; DirecTesting &

Dr. Foster B. Gibbs, Superintendent andDr. Jerry R. Baker, Assistant Superintendent

for Administration and PersonnelSchool District of the City of Saginaw

December, 1988

rsearch

CIFTKD AND/OR TALENTED TARGET POPULATIONAND INSET IF ICAT ION

This title raises a number of important questions:

Who are the students who have needs for special programservices because of their outstanding or superiortalents and/or abilities?

How can we identify them and their special needs?

How can we use the identification process to beginplanning and providing an individualized educationfor them?

These questions are often ignored in the identification process.Instead, there is often an unstated assumption the. the task in serving giftedand talented youth is to find them, once and forever, and programs will beself-defining.

However, the multi-talent conception of giftedness that modern educatorsembrace calls for differentiated programs for gifted and talents students.Giftedness as now conceived is not a single trait. Rather, there are a numberof ways of being gifted or talented, and within gifted individuals there maybe a number of talents, skills, abilities, personality factors, interests,conceptions of self, attitudes, motivations, and energy factors that contri-bute to superior potential or giftedness.

Thus Gifted children are:

Those individuals identified by professionally qualifiedpersons who by virtue of outstanding abilities are capableof high performance. These are children who requiredifferentiated educational programs and services beyondthose normally provided by the regular school program inorder to realize their contribution to self and society.

Children capable of high performance include those withdemonstrated achievement and/or potential ability in anyof the following areas, singly or in combination.

1. General intellectual ability2. Specific academic aptitude3. Creative or critical thinking4. Leadership ability5. Visual and performing arts6. Psychomotor ability

Many individuals, parents and school personnel among others, often seemto assume that giftedness is "inborn" and fixed forever and that what isneeded is to find the truly or really gifted child. Actually, giftedness is aset of abilities, traits, and characteristics that emerge through nurturance.Some children get off to a head start and remain ahead. A few have spurtslater and seem suddenly to become gifted. But above all the abilities andskills of the gifted have, for the most part, been learned.

Procedures for identification should, whenever possible, involve multipleinputs, but those inputs should bear a valid relationship to the types ofgiftedness being identified. Thus a language arts achievement test, a verbalIQ, and a reading score may be valid identification scores for a program thatseeks to identify and nurture verbal talents while these same scores would notbe appropriate for identifying mathematical or artistic talent. Multipleinputs also means that in addition to test scores, ratings of observedbehavior or products should be considered, and that such data should besecured not only from teachers but also from parents and potentially giftedyouth themselves. Synthesizing data from the identification process calls forjudgment. Numbers alone cannot determine a student's giftedness or specialneeds. Many schools have organized identification-differentiation committeesto carry out the final process of selecting those youth who have superiortalent and who need special program services.

The purpose of this paper is to identify characteristics of gifted andtalented children. With that in mind a number of standardized and non-standardized methods of identifying and assessing these characteristics areoffered.

Table 1 below is a matrix of gifted and talented student characteristicscrossed with possible information sources for determining giftedness (e.g.,test, performance, and developmental data). A "X" indicates that a possiblemeasurement of a gifted and talented student characteristic can be obtainedfrom the information sources detailed across the top of the table.

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1:11B1111 I. A mum ar ane AND mumasa MINT 01111ACSIRISTICS SY VINJOIS IMMIX DM SCRIM.

TEST DATATEPPORWCE

CELE 1.014E1411AL CATA

f teal andTalented9L Went

Charicter 1st ice Intel I igence Pet i tide

COGNITIVE

Pc hievement

AFFILTRE

Grades Dmartfir rationsof Ski 1 is

Oil NAT IONS, CICKLISTS, MAUSThink' Skil 1 s

SelfConcept le rsonal ity It ye tomato r CO vel open tai C 5 T Sc reeningInst moments

'Lacher and/orOtter SchoolPeraomel

leer %rent SelfGhee $ udies, Mendotes

Biographical Oita ,and Interviews

Creative Q-Itical

Academic/ X X X Xx X x X X x xIntellectual

Artistic/ X X x X x x x x x x5gressive

lealershi pV

ierhascc ialX X

x

DivergentProduction/ X x x

X x X xProcess

KinestheticX X x x

Thinkirg SkipsCreativeCr t 'cal

x x X

X

X

XX

X x XMaNIMM1,W.

6

As can be seen by a study of Table 1, there are a variety ofstandardivx1 test results, performance indicators, and developmental.information sources that may be accessed to secure dsta for theidentification process.

The appendix pages that follow give some detail of the various teststhat are available by test data type and the various subtest/total testscores that are available to aid the identification process. An "X" onthese pages indicates that the particular test across from this mark hasa subtest/total test score with the name of the particular column.

A table of contents to the appendix is given below:

Cognitive Data

Intelligence Tests (Individual) 6

Intelligience Tests (Group) 7

Aptitude Tests 8

Achievement Tests 9

Creative Thinking Skills Tests 10

C.11-.:..cal Thinking Skills Tests 11

Affective Datata

Self-Concept Tests

Personality Tests

Other

12

13

Psychomotor Tests . 14

Note to the Reader: The appended materials should provide a handy guideand resource for those interested in identifying students, redefiningprograms, and assessing the outcomes of gifted and talented programs.Thus this booklet serves as a ready reference to guide the process ofindividual assessment, participant screening and program evaluationfunctions related to gifted and/or talented individuals.

A PPENDICES

INIMILUMICE (IIMENDIN.)

Best (Age/Grade)

haven's) Prcgressive Matrices

level 1 (Ages 5 6 over)Level 2 Owe 6 6 over)level 3 (Ages 11 6 over)

lbabcdy Picture VocabularyRevised (Ages 2.5 -4)

Standard -Billet Intelligence Scalecr% 4th Ed. (Ages 2 -Adult)

Wechsler Intelligence Scale forChildren, Revised (Ages 5-16)

Wechsler fteschool & Priggery Scaleof Intelligence (Ages 4 - 6.5)

large-Thorn:like Intelligence IkstLevel 1 (Gr K-1)level 2 (Gr 2-3)level 3 (Gr 4-6)Level 4 (Gr 7-9)Level 5 (Gr 10-12)

Cbadenoterliarris Drawl%(Ages 3-15)

Wechsler Adult Intelligerre Gale(Ages 16 & up)

Columbia Mental Maturity Scale(Ages 3-15)

0

TEST DATA/COGNITIVE

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X

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X

x

X X

X x x x x x x X

X X

- _ -

'The healing of language includesseasureaents of a student'sintelligence with regards toreceptive vocabulary and generallarguage old Ils.

;be healing of conceptual Thinkinginclines measureuents of a stu-dent's intel Itgence with regardsto pattern completion and sys-tematic alterations to a pattern.

Ifhe heading of Quantitativeincludes neasurtmiants of a

student's intelligence frit thregards to their ability to solvearithmetic prablets and resolvefigures into parts.

ffintwancs emoun

Califorala Short liban 'bit ofMental Maturity (Gr K-Adult)

Cqgnitive Abilities Test(Gr K-1)(Gr 2-3)(Gr 3-12)

Short Pima '%st of AcademicAptitude (Gr 1.5-12)

The Hermon4blemn lbst of MentalAbility (Gr K-12)

Analysis of learning EbtentialPrimary liittery (Gr 1-6)Advance Battery (Gr 7-12)

Otia-Lennon Mental Ability Test(Gr K.5-12)

Kultman-Anderson Test7th Edition (Gr K-12)

TEST DATA/COGNITIVE

Subtests

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litre heading of Quantitative includes measurements of a student's intelligence with regards to numerical reasonirg and computation.

?The tea:ling of Verbal includes measurements of a student's intelligence with regards to verbal concept s.

heading of Language 'whiles measurements of a student's intelligence with regards to vocabulary and language skills.

4'[he heading of Academic Ebtential includes meastrunents of a student's acaienic aptitude as sell as their acaionic potential.

12

Test (Age/Grade)

College Board Scholastic Aptitude Teat

and Ihst of Standard Written Erglish

(junior High Gifted)

Differential Aptitude 1st

(Gr 8-42)

MAT(Cr 4-14)4

Meier Art lbat

(Cr 7-Adult)

Saashre ?immure of Musical Talent

(Gr 4 & up)

Musical Aptitude Profile

(Gr 4 6 up)

TEST DATA/COGNITIVE

Subtests

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the headirg of Language includes measurements of a student's aptitude with regards to spelling, vocabulary, verbal word knowledge, paragraph

meaning and English Expressions.

Zrhe heading of Quantitative includes measurements of a stuient's aptitude with regards to arithmetic, problem solving and math computation.

Nine heading Analytical includes measurements of a student's aptitude with regards to abstract reasoning, mc-chanical misoning, space reasoning,

and problem graving.

4Presently this test is administered to all applicants for the Center for the Arts and Sciences.

14 11

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TEST DATA/COGNITIVE

Subtests

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low lea of Basic&Ides 1.7 - 2.5Bales 2.6 - 3.5Grades 3 - 9

Stanford khievement lest (Gr 1-12)bitenaediate I BatteryIntermediate II BatteryAdvanced Battery

California Achievement lest(CAT K-12) 1

Sequential lest of Educational l'rcgress (Gr 4-14)Oracles 4-6&idea 7-9Grades 10-12Cksdes 13-14

Metropolitan Achievement lest (MAT)Intermediate Battery (Gr 5-6)Advanced Battery 7-9)

college }bard Achievement Test

Ibabcdy Irdividual Achievement(K-Adult)

X

X X X

lest in a bide range of subject areas are available

X X X X X

X

X

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(Ages

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Behaviors

(My

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X

mis-awr

gat (pee/Grade)

lbw I See Wself Scale(Cr 3-6)(Cr 7-9)(Cr 10-12)

Tennessee Self-Concept Scale(Pges 12 & up)

The Self-Onoept ard PbtivationInventory (What face wieldAu ear?) (R -eK-k)

(Gr 1-3)(Gr 4-6)(Gr 7-12)

111,1 Sex Role Inventory (High School)

The Plers-Rwris Children's Self-Concept Scale (Cr 3-12)

Self-%tteption Inventory(Cr 1-12)(Cr 9-12 6 Adult)

Offer Self-Lasge Questiornaire forAdolescents (Pges 14-18)

Muter Scale (Preceived ConferenceScale for Children) (Cr 3-6)

llte f Scale (Cr 3-6)

Self-Conflict kadenic Scale(Cr 7-12)

19

TEST DATA/AFFECTIVE

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LThe healing of Self--Concept includes measure-ments of a student's self concept withregards to academics, interpersonal, andlanguage.

Zihe heading of 9Ipport Ci Watt! includesneasureient of a student's support climatewith regards to teachers, parents, sibland peers.

Ifhe heading of Motivation includes measure -Rents of a student's motivation withregards to goals, achievements, needs,responsibility, acceptance and praise.

4The heading of Sex Role includes measurusents

of a stuiet's self concept with regardsto tourand inity or femininity, sexual dif-ferenr_es, and attitudes toward peers.

5 the heixiirg of I:mediate Intrinsic Orienta-t In inc.! odes matsurtioefits of a stitient'sself concept with regards to evaluatedeimpetition, tasks and projects, discoverymid creat ivity skills.

4., V

1st (Grade/Age)

California Test of Ikrsonality(Cr K-I4)

%rsonality Ratirg *ale(Gr 4-12)

Early School %flaunty Questionnaire(Ages 6-8)

itnioreenior High fbrsonality Questionnaire(Ages 12-18)

Rtrsonality %search Form(Gr 7-16)

Aishington Ihiversity Sentence Completion1-. (Ages 12 & vier)4.4

Meyers-eriggs Type Indicator(Gr 9-16)

Children's Itrionality Questionnaire(Ages 8-12)

03operative Preschool InventoryRevised &lition (Ages 3-6)

EarrorrWelsh Art Scale of the Welsh FigurePreference 1st (Ages 6 & o'er)

Study of Values: A &ale for Mmsurirg theDominant Interests in It rsonality(Gr 10-4 6)

Minnesota Pliltiptmees tbrsonality Inventory (MHPPI)(Ages 16 & over)

California [Myt=hological Inventory(Ages 12-Adult)

TEST DATA/AFFECTIVE

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X

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X

X

X

X

X

X

X

X

X

X

X

x

X

X

X

X

1

The headirg of Values incluies measurements of a student's personality with regards to theoretical, economic, aesthetic, srial,

political and religious values.

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Dial R (Ages 2-6)

Checklist for Kindergarten(Gr K)

McCarthy Scales of Children'sAbilities (Ages 2-9)

X X X

X

X X X

X

X

X

X

X

X X

X

X X X

1 The heading of Fine Art includes measurements of a student's psychomotor abilities with regards to visualperformance.

2The heading of Psychomotor includes measurements of a student's athletic, mechanical and early motor abilities.