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ERIC Number: EJ777789
Record Type: Journal
Publication Date: 2007
Pages: 28
Abstractor: Author
Reference Count: 43
ISSN: ISSN-0162-3532
A Study of Identification and Achievement Profiles of Performance Task-Identified Gifted Students over 6 Years
VanTassel-Baska, Joyce; Feng, Annie Xuemei; de Brux, Elizabeth
Journal for the Education of the Gifted, v31 n1 p7-34 2007
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.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina