Identification
High quality systems for identifying gifted students use many measures to discover different gifts or talents even when “masked” by personal and social issues such as disabilities, cultural differences, and/or low socioeconomic station. There is no “perfect” way to identify giftedness; however, there are some recommendations.
Often, districts set aside a formal observation period during the school year (four to six weeks) during which students are screened with observation and formal screening instruments. High-quality instruments may be used as guides for the observation. Identification of gifted students should not be determined by one instrument. Conversely, one score should not prevent a student from being identified. Having multiple criteria means using different types of screening instruments. High achievement scores are only one form of criteria. Most districts use a combination of evaluation methods to include cognitive abilities, achievement, and observations of strengths. It is important to use an instrument that will take some time and consideration, is not biased, and is not based on “teacher pleasing.” It is also vital when using any instrument to use it in its entirety. These measures have been researched and field tested. “Cherry picking,” or selecting certain items, will destroy the instrument’s reliability and validity. Evidence can be gathered from:
Standardized tests
IQ tests
Referral forms
Other methods
The most useful standardized achievement tests for identifying gifted students are those that do not have a grade level “ceiling.” If the highest a student can score is the top of the grade level he or she is in, the district has no way to tell specifically where the student’s true level of knowledge and skill is. See Testing Resources for suggestions.
Many districts find it useful to conduct a teacher-administered standardized ability test, intelligence test (IQ), or test of aptitude or potential for all students at a single grade level. Students new to the district can take the same test as they enter. Frequently, the results of this testing can illuminate many kinds of student needs—gifted students and students who need additional time and supports for learning.
A teacher or parent referral is another element of the identification process. It may be helpful for you to have a short form to use when a teacher, parent, or other individual asks to refer a student to the program. Here is a Sample Referral Form.
Assure that the process is fair, unbiased, and consistent.
Although identification as gifted usually applies to students with scores in the 95th percentile of students at the same grade level, a hard “cut” score makes identification as gifted more difficult to defend. Using a hard “cut” score makes it more likely to miss some students who should be identified as gifted. The results of screening, observation, achievement tests, and IQ assessments should be recorded on a student profile (see Montana Advanced Learning Plan) that provides a range of scores and includes observations from people close to the student.