Use multiple criteria and non-traditional measures to identify diverse gifted learners¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The essay advocates restructuring identification to recognize "cultural diversity as differences, not deficiencies," noting "The use of multiple criteria and non-traditional measures is widely advocated" (Passow & Frasier, 1996). Suggested practices include observing students in classrooms with checklists and working with students on activities requiring problem-solving or creativity.

Design Implications¶

Context¶

Requirements¶

• Practitioners must acknowledge that standardized tests are often culturally biased and that mainstream culture is not representative of all culture

Constraints¶

• Nonverbal ability tests such as the Naglieri Nonverbal Ability Test and Universal Nonverbal Test must be modified to be dynamic or coupled with dynamic assessment measures

Target Learners¶

• culturally and linguistically diverse students potentially gifted

Target Learning Goals¶

• accurate identification of intellectual potential typically overlooked by biased traditional evaluation

Related Strategies¶

• Use dynamic assessment to identify gifted learners' potential
• Prepare novice teachers of the gifted in the sociocultural context of the gifted classroom

Examples¶

-

Key Sources¶

• McGlonn-Nelson, K. (2005). Looking Outward: Exploring the Intersections of Sociocultural Theory and Gifted Education. The Journal of Secondary Gifted Education, 17(1), 48-55. https://eric.ed.gov/?id=EJ746045. doi:10.4219/jsge-2005-391