A Study of Identification and Achievement Profiles of Performance Task-Identified Gifted Students over 6 Years

Autor/inn/en	VanTassel-Baska, Joyce; Feng, Annie Xuemei; de Brux, Elizabeth
Titel	A Study of Identification and Achievement Profiles of Performance Task-Identified Gifted Students over 6 Years
Quelle	In: Journal for the Education of the Gifted, 31 (2007) 1, S.7-34 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Gifted; Academic Achievement; Identification; Achievement Tests; Program Effectiveness; Effect Size; Profiles; Minority Groups; Educational Trends; Comparative Analysis; Low Income; Females; English; Mathematics; Scores; South Carolina + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Schulleistung; Identifikation; Identifizierung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Charakterisierung; Profilanalyse; Ethnische Minderheit; Bildungsentwicklung; Niedriglohn; Weibliches Geschlecht; English language; Englisch; Mathematik
Abstract	This study examined the trend of identification and achievement patterns of performance task-identified students over a span of 6 years (2000-2005), in comparison to profiles of students who were identified exclusively through traditional ability and achievement tests. The study findings suggested that the performance-based protocols were consistent across time in locating a higher percentage of low-income and minority students, as well as female students for gifted programs; a higher percentage of students with uneven verbal-nonverbal strengths were performance task-identified students also. Performance task-identified students scored significantly lower than traditionally identified students on both the English and math portions of the state assessment test for multiple years; however, the performance differences on state assessments were small, rendering small effect sizes. (Contains 5 tables.) (Author).
Anmerkungen	Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10