Assessment for Learning: The Missing Element for Identifying High Potential in Low Income and Minority Groups

Autor/in	Renzulli, Joseph S.
Titel	Assessment for Learning: The Missing Element for Identifying High Potential in Low Income and Minority Groups
Quelle	In: Gifted Education International, 37 (2021) 2, S.199-208 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Renzulli, Joseph S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429421998304
Schlagwörter	Formative Evaluation; Low Income Students; Minority Group Students; Identification; Academically Gifted; Disproportionate Representation; Gifted Education; Soft Skills; Executive Function; Student Development; Screening Tests; Local Norms + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Screening-Verfahren
Abstract	A major controversy facing the field of gifted education is the underrepresentation of low income, minority, and dual language students. Strategies for addressing this challenge have been to use universal screening and local norms; however, these useful recommendations continue to focus on traditional testing procedures that measure what students already know and overlook other important traits that contribute to high levels of creative productivity. Assessment for learning examines traits such as interests, instructional preference styles, preferred modes of expression, and executive function skills. Although sometimes referred as the "soft skills," they have gained much more attention on the parts of college admission officers and employers, especially for higher level leadership positions. Instruments that assess these traits are often completed by the students themselves; and technology and artificial intelligence now allow us to administer and analyze them with the same ease used for traditional standardized tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01