Educators design testing tools to be non-biased, technically adequate, and equitable so that gifted students can be identified from diverse backgrounds. To differentiate things like curriculum and instruction, educators听use pre- and post-testing, performance-based testing, and out-of-level testing.

When gifted students demonstrate advanced and complex learning, educators use testing results and assessments to change elements of individual as well as group programs in schools.

Testing and Quantitative Assessments

Achievement tests are commonly used in specific domains such as intellectual, creative, leadership, artistic, and specific academic subject areas. More than one test is required to help assess a student鈥檚 abilities in these areas.

Testing is an way to identify giftedness, and tests are often used as for entrance into specific educational programs.

Achievement and ability tests provide scores to describe how a student performs relative to other students. They are quantitative in nature and measure what the student has learned and if the student is learning at an advanced level compared with peers.

can be one of several standardized tests like SAT, or , or one in a specific academic area like Math or Language Arts. In addition, there are tests designed especially for gifted students, and they include Test of Mathematical Abilities for Gifted Students or Screening Assessment for Gifted Elementary Students (SAGES).

Ability tests apply to the intellectual prowess of children and measure cognitive skills and IQ. While they are helpful in identifying intellectual levels, they do not measure other areas like creative or leadership.

Ability tests for individuals include Stanford Binet, Weschler Intelligence Scale for Children, Woodcock Johnson, and the Test of Nonverbal Intelligence. The latter is more appropriate and probably more accurate for low-income and culturally diverse children.

For gifted students in school, it is more likely that they will be part of group testing. This would include such tests as CogAT, Otis-Lennon, Hemmon-Nelson, and Matrix Analogies Test.

Qualitative Assessments

A test is usually given by a teacher or proctor who gives specific pre-set directions and follows a verbal script. The results are usually quantitative and reported as numbers. The test provides specific and limited information.

, on the other hand, comes in many different forms and different people. While a test administrator strives to be objective and impartial and not express an individual viewpoint, an assessment involves the assessor very much.

Where a test administrator does not impact test results, someone doing an assessment does impact results and in fact is part of the results. Clinical assessment, as an example, depends on training, theoretical viewpoint, personal and clinical experience, and research knowledge. The opinion of the person doing the assessment is extremely valuable from a qualitative perspective.

Intellectual ability is one assessment area. Another is educational ability, the ease and speed with which gifted children master academic skills. The more likely a child is gifted and to what extreme, the more difficult time that child will have in a traditional school setting and curriculum.

Assessing the gifted child鈥檚 abilities in this area is quite important. Skills that need to be evaluated include the ability to decode words, comprehend printed passages, understand math principles and processes, print and write legibly, and write various kinds of material.

Research indicates that extremely gifted children have higher abilities in these educational skills than gifted children, while gifted children have higher abilities than non- or marginally-gifted students.

Parent Assessment

Often overlooked in the assessment of gifted children are the insights, observations and opinions of the parents. The admission process of many schools, especially some private ones, does not include this information. However, the opinions of parents are very important in听assessing a child, it is important to know the child鈥檚 personal history.

The assessment should include the child鈥檚 development, health background, family and social interaction, emotional issues, and educational background. Any assessment that does not include this information should be suspect.

should present their opinions, especially on why they think their child is gifted, to interviewers.听 There should be a frank and open discussion with interviewers on what the parents have experienced relative to their gifted child. This is the foundation of any professional assessment.

The value of this information rests in part on the interviewing skills of the interviewer and the questions being asked. It also depends on the awareness and honesty of the parents and their answers. But it is always a rewarding and valuable process to go through.

Creative Assessment

Intellectual and educational assessments aside, there other assessments just as important. These fall into the areas of writing, art, music, performance, leadership, scientific thinking and much more.

Children with these gifts take on and complete activities and projects very advanced for their age and experience. Their skills are represented in portfolios, videotapes, and constructions of all types.

Many of these projects are independent of school and done out of high interest. Some are done with parent鈥檚 guidance. Some are done as school projects. They all represent a high level of commitment and achievement, and any creative undertaking like these should be encouraged and supported by teachers and parents alike. Evidence of these skills should definitely be part of any overall assessment.

Intuitive Assessment: Nonverbal Communications

A trained professional can provide highly valuable intuitive information based on interview sessions with gifted children. Sometimes based very much on first impressions but supplemented with subsequent meetings, the observations tell a lot about the child.

The 听of the child can include body position, body movements, eye glances, the tone of voice, use of gestures, approach and avoidance behaviors.

Some children like being observed and interviewed. Others would rather be somewhere else. Those who are enthusiastic bring photographs, books, projects, artwork, toys or trophies. Each one tells a story about the child and adds to the assessment.

Interviewers report that gifted children give more detailed or comprehensive answers to questions. They show more interest and involvement. They are more positive and engaged.

There are many ways to assess a gifted child. All are important. In fact, parents should hesitate to hinge opinions and results on just one test or one kind of test. Seek the advice of many professionals. Stay involved in the process. Be supportive of the efforts to identify a child鈥檚 gifts and opportunities.

The extent that you can manage the assessment process for your gifted child is the extent that you will be measured.

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1. Is this school right for my child’s needs?

Many gifted and talented schools may say that they offer an education that is geared towards gifted children, but this is not always the case. The school that is right for your gifted child should provide a well-trained faculty that is highly knowledgeable in working with gifted children. Parents should expect听听that encourage academic achievement in a way that also allows for independent discovery, critical thinking and individual creativity. This type of learning allows gifted children to develop well and reach their full potential.

2. Will this school recognize my child’s gifts?

Every child is different, and even the most exceptional children tend to be gifted in totally different ways. It’s important that you choose a gifted and talented school that understands that children can be gifted even if they can’t multiply huge numbers at lightning-fast speeds. The best gifted school will know that your child may be gifted in various areas that include specific academics, creative thinking, leadership and general intellectual ability.

3. Will my child be tested before being accepted to this school?

A professional school for gifted children will require testing before accepting your child. If you’ve already had your child tested through methods recognized by the , then the school will generally be happy to work with those testing results. Those parents who have not yet arranged for testing should be able to depend on the school to assist in the scheduling of appropriate testing that is designed to identify gifted and talented students.

4. Will my child receive a well-rounded education at this school?

Gifted children education听is important, but parents want their gifted child to be well-rounded in every area. Make sure the school that you choose for your child also offers a good physical-education program, time for play for younger children, a meditation and discussion time and plenty of extra-curricular and enrichment activities such as art, music, theater, cooking, gardening and community involvement.

5. What if the best gifted and talented school for my child is too far away from my home?

A great many parents discover that the perfect gifted school for their child is much too far away to be practical, but that doesn’t have to be a problem. The very best gifted and talented schools for children understand this obstacle, and you should expect a distance-learning program to be available. This will generally allow your child to take advantage of every aspect of the gifted and talented programs from the comfort of their own home, and most programs allow a child to start at any time of the year and work at their own pace.

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Recognition of Specific Characteristics

Gifted students tend to be independent learners who are driven by their curiosity to learn more about how the world works. They may be hyperactive, or they may be withdrawn and introspective. A gifted child will often ask deeper questions that reflect thinking beyond their age level, and they tend to pick up new information quickly. Gifted children tend to be hypersensitive, and they may express concern about world events such as environmental pollution or politics. When a family member or teacher notices these types of unique traits, they are referred for further assessments that can help determine if the child is gifted.

Testing and Assessments

Many schools still use IQ tests and performance evaluations for identifying gifted students. Although these types of assessments do help to identify students who have a higher capacity for learning, it is important to never rely solely on one of these tests. This is because a child鈥檚 abilities can fluctuate from day to day, and simple things such as the child being hungry or sleepy during testing can affect the results. These tests, however, still hold validity when they are used along with other types of assessments.

Teacher and Parent Observations

Along with formal testing, parents and teachers may be asked to report their observations of a child鈥檚 performance. This may include using a checklist to mark specific personality traits that the child has displayed. It may also involve teachers creating a report of the child鈥檚 academic achievements. Anecdotal notes are another important component of the identification process since they can describe instances when the child displayed signs of giftedness.

Portfolios and Performances

Giftedness can extend beyond academic subjects, and many children display talent beyond their years in the creative arts. For this reason, portfolios containing samples of their work or recordings of their performances may be used for identifying gifted students. This is especially helpful for students who are gifted in the areas of speech, music, art and sports. Special awards and recognition can also be added to the portfolio to highlight a child鈥檚 abilities.

The process of 听can take time, yet it is important to have a comprehensive view of a child鈥檚 abilities. Since a child鈥檚 performance can vary from day to day, it may take a period of weeks to fully assess a child鈥檚 abilities. Yet, parents and teachers play an important role in this process from the beginning to end by identifying the first signs of giftedness and reporting their observations. Once the process is complete, families and schools should be ready to provide the child with a full range of support that can help them learn to manage their unique personality traits while making great strides in development of their abilities.

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Language Skills

• The ability to communicate with adults through the understanding of double meanings, nuances, and advanced vocabulary.
• The tendency to ask a lot of questions about their environment and wanting to receive thorough responses and explanation to their inquiries.
• The early use of well-developed sentences with proper structure and grammar.
• The ability to read many different types of books before entering pre-school.
• The tendency to talk quickly during casual conversations.
• The capacity to comprehend multi-step directions throughout infancy.

Learning Abilities

• The ability to learn quickly and efficiently while remembering specific details about a topic.
• A thorough understanding of creative problem solving and other complex learning processes.
• The capacity to store a wealth of unusual knowledge in their mind.
• The tendency to concentrate on a topic of interest for unusually long periods of time.
• The early development of important fine motor skills related to movement, coordination, balance, and organization.

Emotional and Behavioral Traits

• The ability to successfully lead a group of children during an activity or project.
• The tendency to have endless energy, especially when moving, talking, learning, playing and exploring.
• A natural inclination to appreciate art and beauty like paintings, sunsets, monuments, displays, flowers, animals, and leaves.
• The tendency to be more sensitive to other people鈥檚 feelings and difficult circumstances and situations.
• A thorough of understanding of mature interests, and the ability to relate to older kids and adults.

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Unparalleled Teachers

听The school you choose should have a diverse array of instructors to nurture specific needs within the curriculum. It is important to be able to access the qualifications and experience of the instructors that will be teaching your gifted child.

Another crucial aspect of gifted children education is a small teacher to student ratio. Speak to the administration and check published resources to ensure the ratio is within your range of acceptability.

Comprehensive Curriculum

听With a directed and personalized learning plan, your gifted child will blossom and grow, building on inherent skills and abilities to create a fulfilling and exciting education. Studies in core classes should be an integration of information, advanced processing and critical thinking skills, and problem solving and analysis instruction.

Enrichment Opportunities

听Outside of their primary instruction, opportunities for additional enrichment should be available at the chosen school for you child. Check into the types of after school clubs and classes. These are excellent activities for your child to facilitate friendships and learn new skills.

Does the school offer summer camps and field trips? With these types of events, your gifted child can have intensive yet fun instruction that is typically outside the normal scope of coursework and activities within the standard school day. From outdoor adventures to creative themes and workshops, camps and trips are really exciting for your child and help to propel specific interests into highly focused projects, hobbies and talents.

Having high quality teachers with a small student to teacher ratio, outstanding curriculum and plenty of enrichment opportunities is the trifecta when it comes to stellar schools. For the best interest of your gifted student, consider all the qualities of and contact administrative representatives of the school for any questions you may have.

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Testing Corner

Below you will find a brief crash course on , giving you a skeleton structure on which you can build the basis for determining whether or not your child should be placed in a school or program different than the one he or she is already in.

• Why Test – Testing provides a standardized and objective process through which gifted children can be identified. It is also a way to discover potential learning difficulties or areas needing study. Tests offer a systematic way through which student performance can be seen in relation to others.
• When to Test – While experts disagree on whether or not testing young children will result in accurate scores, most agree that it is difficult to gauge accurate IQ numbers in children earlier than age six. Different tests are used for children younger than this, but students older than six can be tested at any time.
• Test Types – Achievement tests measure what students have already learned, while ability tests offer IQ statistics through either group or individual testing.

More information is readily available through online Internet resources and websites. Standardized testing as a whole offers a unique measurement implement in unearthing subtle variations or larger implications in student abilities and competencies. Whether or not you may suspect your child has gifted tendencies, it is a good idea to research various testing techniques and strategies in order to determine the best suited route for their educational path to follow.

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