By Anthony F. Rotatori, Jeffrey P. Bakken, Festus Obiakor
This quantity addresses the most up-tp-date views and concerns concerning giftedness and is written by way of leaders within the box. a great source for particular educators, directors, psychological well-being clinicians, institution counselors, and psychologists, this quantity addresses the several academic matters that effect this inhabitants. the world of giftedness is consistently advancing due to laws, new tendencies, and present examine investigations. moreover, this quarter is a bit of debatable because it is frequently no longer funded below exact schooling. the quantity will enable readers to keep on with giftedness in a truly logical and considerate procedure from theories, felony matters, id and overview, and location to varied populations and the impression giftedness could have on them. additionally incorporated are the subjects of inclusion, differentiated guideline, powerful practices, and know-how. the quantity concludes with chapters that deal with post-secondary schooling and households.
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Gifted Education: Current Perspectives and Issues
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Extra resources for Gifted Education: Current Perspectives and Issues
Example text
2009). ), San Antonio, TX: Author. Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. , pp. 246À279). New York, NY: Cambridge University Press. Renzulli, J. , & Callahan, C. M. (2008). Product assessment. In J. ), Alternative assessments with gifted and talented students (pp. 259À284). Waco, TX: Prufrock Press. Robinson, N. M. (2008). The value of traditional assessments as approaches to identifying academically gifted students.
Scores fall in predictable relationship to the population at or below (and conversely, above) a given point in the distribution; therefore, assessments that produce scores along a normal distribution are valuable in determining rarity of a given level of performance. Prevalence estimates for giftedness have historically ranged from 2% to 16% of the population, depending on the definition used (Callahan, 2011). IQ tests and standardized achievement tests are two empirical ways of demonstrating rarity of performance.
Among the most serious limitations of portfolios is the repeated failure to demonstrate reliability in evaluation outcomes (Gearhart & Herman, 1998; Gearhart & Osmundson, 2009; Meeus, Van Petegem, & Engels, 2009). Problems with reliability call the validity of the process into question (Brigham, Berkeley, & Walker, 2012). At present, the use of portfolio assessment is probably justified so long as the evaluator(s) understand the potential pitfalls. It appears that the kinds of errors that are produced in portfolio applications are random rather than systematic bias in one direction or another (but note that Virginia’s alternative portfolio assessment for individuals with disabilities was criticized for over-estimating student capabilities, Chandler, 2010).