A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students. Research Monograph 95204.

Autor/inn/en	Frasier, Mary M.; und weitere
Institution	National Research Center on the Gifted and Talented, Storrs, CT.
Titel	A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students. Research Monograph 95204.
Quelle	(1995), p. (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Ability Identification; Disproportionate Representation; Economically Disadvantaged; Elementary Secondary Education; Ethnic Groups; Evaluation Methods; Gifted; Limited English Speaking; Minority Groups; Referral; Special Education; Student Evaluation; Teacher Attitudes; Test Bias + Suchen Sie Ihr Suchwort? Ethnie; Begabter, Hoch Begabter; Ethnische Minderheit; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung; Lehrerverhalten; Testkritik
Abstract	This review of research and literature examines issues related to the identification of potentially gifted students from groups most likely to be underrepresented in gifted education programs, including racial and ethnic minority groups, economically disadvantaged students, and those with limited English proficiency. Three major reasons for underrepresentation are identified and discussed: (1) test bias (the most frequent attribution for underrepresentation in programs); (2) selective referrals (usually because of teacher attitudes and knowledge about minority students and the type of school students are likely to attend); and (3) reliance on deficit-based paradigms (making recognition of the strengths of minority children less likely). Recommendations for modifying traditional assessment procedures include the use of multiple criteria and nontraditional measures and procedures and modification of selection criteria. Four aspects of assessment are discussed: the construct of giftedness, the referral process, the identification process, and the process by which decisions are made using assessment information for curriculum and instructional planning. (Contains approximately 140 references.) (DB)
Anmerkungen	NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01