NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ781437
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
Reference Count: 35
ISSN: ISSN-0016-9862
Patterns of Identification and Performance among Gifted Students Identified through Performance Tasks: A Three-Year Analysis
VanTassel-Baska, Joyce; Feng, Annie Xuemei; Evans, Brandy L.
Gifted Child Quarterly, v51 n3 p218-231 2007
This study tracks the profile data of identification for gifted students in South Carolina, where a new performance-based dimension of identification has been employed, during a 3-year period. Targeted to identify more low-income and minority students, the identification protocol demonstrates efficacy in doing so. The study also tracks comparative data, showing the verbal and nonverbal profiles of students identified using this protocol in comparison to students more traditionally identified. Results suggest that students identified using performance tasks were more likely to be identified through the nonverbal assessment component of the tasks. Performance data are tracked across 2 years, showing that performance task-identified students, in general, perform at levels below traditionally identified students. In their area of strength, however, they tend to approach the mean for the traditionally identified gifted students on that portion of the high-stakes state test. (Contains 7 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina