Analysis of Ability and Achievement Scores for Students Recommended by Classroom Teachers to a Gifted and Talented Program.

Autor/inn/en	Gittman, Elizabeth; Koster, John
Titel	Analysis of Ability and Achievement Scores for Students Recommended by Classroom Teachers to a Gifted and Talented Program.
Quelle	(1999), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Ability; Academic Achievement; Achievement Tests; Elementary Education; Elementary School Students; Eligibility; Gifted; Rating Scales; Scores; Selection; Student Evaluation; Student Placement; Talent; Test Results + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementarunterricht; Eignung; Begabter, Hoch Begabter; Rating-Skala; Auslese; Schulnote; Studentische Bewertung; Schülerpraktikum; Begabung; Hochbegabung
Abstract	This study reviewed scores on measures required to determine students' eligibility for a newly expanded gifted and talented program for grades 3-5. Teachers had recommended 162 students to the program in the 1998-1999 school year, and of these, 100 met requirements for the program based on an ability test. The researchers conducted analyses of variance to explore differences in each set of scores for students who met eligibility requirements and students who did not. Correlation analyses investigated the relationships between measures. Students' scores on a teacher rating scale showed no correlation with scores on the standardized measures, although ability and achievement scores did show correlation with each other. Based on the results of this study, the school district will review the measures used as criteria for eligibility to the district's gifted and talented program, particularly the teacher rating scale that has been used traditionally in the district. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01