Nonverbal tests, such as the Naglieri Nonverbal Ability Test or the Test of Nonverbal Intelligence, may be more effective for students from culturally and linguistically different or low-income backgrounds to eliminate barriers. Read NAGC's position papesr Use of the WISC-V in Gifted Education and the WISC-IV. Wescher Intelligence Scale for Children, 4th Edition.While these tests provide information for the intellectual domain, these tests are not as helpful in identifying someone with creative, leadership, or other abilities. Intelligence quotient (IQ) or cognitive abilities test scores are also used to identify gifted and talented students. Tests specifically designed for the gifted population include Test of Mathematical Abilities for Gifted Students or Screening Assessment for Gifted Elementary Students (SAGES). These assessments should not have a ceiling so students are able to show all of what they know. Math or Language Arts) or standardized tests (such as SATs, ITBS, SRA, and MATs). Quantitative instruments such as those listed below use scores to describe the student's performance in relation to others or the degree to which a student possesses a particular characteristic in relation to a standard level of performance.Īchievement tests determine what the students already have learned and if they are more advanced than their grade level peers. The variety of characteristics within the federal definition-intellectual, creative, artistic, leadership, and specific academic fields-require more than one assessment to identify. Tests should be aligned within the characteristics of gifted and talented students within a specific domain area.
Tests should be used in conjuction with subjective assessment tools. However, formal assessments are only one tool in determining giftedness. Tests are often used as benchmark requirements for entrance into specific programs or if a discrepancy in learning is suspected. Ability and achievement tests provide numbers or scores to describe a student's performance in relation to others. Testing provides an objective and systematic way for identifying gifted children. An identification strategy that includes multiple assessments-both objective and subjective-is the best way to ensure no gifted learner is overlooked. Tests often exclude underserved gifted students who are English Language Learners (ELLs), disabled, or from minority or low-income backgrounds. Please ask your parents/guardians to fill out the parent survey only.Tests are common assessment tools for identification, but should not serve as the sole source of identification. *If you are a student nominating yourself, fill out the referral portion of the form and the student survey.
GIFTED STUDENT QUESTIONNAIRE UPDATE
Your facilitator will be in touch with you within 30 school days of receipt of this referral to update you on the process. They will then gather additional necessary evidence/data to complete the process. Once this form is complete and submitted, your school's Gifted Education Facilitator will be notified. If your child is not old enough to type, please transcribe their responses for them. Please have them take their time as they answer these questions. You need to be ready with your child to fill it out.Īt the end of this form there is a section for the student to complete. There is not a way to save your progress in this form. Be advised, you will need approximately 30 to 45 minutes to complete the entire document. If you would like to initiate the GIFTED IDENTIFICATION process for your child, please complete this form. Spanish Gifted Identification Referral Form
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