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ERIC Number: ED388024
Record Type: RIE
Publication Date: 1995-Feb
Pages: 46
Abstractor: N/A
A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students. Research Monograph 95204.
Frasier, Mary M.; And Others
This review of research and literature examines issues related to the identification of potentially gifted students from groups most likely to be underrepresented in gifted education programs, including racial and ethnic minority groups, economically disadvantaged students, and those with limited English proficiency. Three major reasons for underrepresentation are identified and discussed: (1) test bias (the most frequent attribution for underrepresentation in programs); (2) selective referrals (usually because of teacher attitudes and knowledge about minority students and the type of school students are likely to attend); and (3) reliance on deficit-based paradigms (making recognition of the strengths of minority children less likely). Recommendations for modifying traditional assessment procedures include the use of multiple criteria and nontraditional measures and procedures and modification of selection criteria. Four aspects of assessment are discussed: the construct of giftedness, the referral process, the identification process, and the process by which decisions are made using assessment information for curriculum and instructional planning. (Contains approximately 140 references.) (DB)
NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.
Grant or Contract Numbers: N/A
Note: Executive Summary on p.vii-xiii also published separately.