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This article by Rena Subotnik discusses giftedness in students and adults. She gives examples of giftedness that is nurtured and giftedness that is not and explains her views on how this affects the gifted child and being gifted. She expresses her opinion that gifted adults are the only people who can become eminent and so should strive for that.
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This article summarizes a variety of views on why and when to seek an assessment, as well as the utility of different types of tests. Questions for parents to consider in the process of making such decisions are listed. Links to additional articles on assessment and its implications for educational advocacy and planning are also included. In addition, links to information on the most recent versions of the popular individually administered tests are provided.
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This article by Julia Osborn distinguishes between "testing" and "assessment." The author then focuses on some of the important and unique issues involved when assessing gifted children's cognitive, academic, and social/emotional functioning. This short article is one of the definitive articles in the field on the assessment of gifted children.
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This writing is an introduction to a series of three articles by Dr. Julia Osborn in which she examines the processes that parents go through as they raise their profoundly gifted child. First parents try to understand the exceptionality of their child by having the child assessed. Then parents go through the process of grasping the educational issues as they plan for their child's education. And finally the parent must deal with the challenge of being an advocate for their child to see that the child's educational needs are met.
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This article by Camilla Benbow and Lola Minor states in its abstract: "Performance on tests of specific abilities commonly associated with intelligence was contrasted between 13-year-olds identified as extremely precocious (top 1 in 10,000) in either verbal or mathematical reasoning ability. Such students differ cognitively. Verbally precocious students scored higher on verbal and general knowledge types of tests, and mathematically precocious students scored higher on tests of nonverbal reasoning, spatial ability, and memory. Results from the ...
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This full text article by Jan Hansen discusses the history and methods of above-level testing. The Scholastic Aptitude Test (SAT) is a test commonly used for above-level testing because it gives specific information regarding levels of individuals' talents. Other tests that are used for above-level testing are administered by the Advanced Placement Program (AP), the College Level Examination Program (CLEP), and the International Baccalaureate (IB) program. The article also includes guidelines for using above-level testing.
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This article explains how one school district worked to best identify its under-represented gifted students.
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This full text article by Kathi Kearny answers common questions about testing and assessment. Questions cover everything from why a child who is demonstrating signs of being gifted should be tested, to finding an examiner, to telling your child about the assessment. They also include some very practical advice on subjects such as what to expect at the assessment.
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This article by Julia Osborn defines who gifted children are. Starting from that point, she identifies the special education needs of those children and what needs to be done to support them effectively. It provides recommendations for identification and program planning for gifted children as well as the special needs of these children.
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This article by Jaime Castellano takes a look at who is assessing gifted education programs and sees race as a divisive factor in the classroom. Distinctions within the hispanic gifted population, such as gender and bilingualism, is discussed. With this in mind, the author looks at how assessment and evaluation could be improved in order to identify these gifted students, as well as find appropriate educational placement.
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