215 - Gifted Child Quarterly http/gcq.sagepub.com Editor's...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/0016986207302716 2007; 51; 215 Gifted Child Quarterly Paula Olszewski-Kubilius Editor's Note http://gcq.sagepub.com The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
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215 Gifted Child Quarterly Volume 51 Number 3 Summer 2007 215-217 © 2007 National Association for Gifted Children 10.1177/0016986207302716 http://gcq.sagepub.com hosted at http://online.sagepub.com Editor’s Note Paula Olszewski-Kubilius Northwestern University T he unique psychological makeup of gifted students, the validity and effectiveness of performance-based assessments of giftedness, teachers’ attitudes toward gifted students, the effects of advanced curriculum on learning for gifted and nongifted students, and percep- tions about the quality and equity of different kinds of gifted programs are all important issues within the field. The articles in this issue of Gifted Child Quarterly give us new empirically based insights into these dilemmas and questions. VanTassel-Baska, Feng, and Evans assessed the via- bility of a performance-based assessment system that was implemented across the state of South Carolina. Specifically, they compared the performance of students identified on these new measures to students identified via more traditional means. This study is an example of the complexities of designing and using alternate assessment systems, something that leading educators in the field have repeatedly called for as a means of identifying underrepresented groups of gifted students and increasing the equity of identification pro- tocols. It is interesting that these new measures did identify more minority students as gifted, but they pre- dominately identified more nonminority students as well. The children identified by these means had more uneven profiles of abilities and tended to have strengths in nonverbal areas. Also, they did not per- form as well on state-level competency exams as did students who were identified as gifted by traditional means. One of the most interesting aspects of this study is the result of identifying more students with nontraditional and nonverbal strengths for program- ming. Educators reported that they had more variabil- ity within their programs in terms of the nature of students’ abilities and, therefore, also in terms of students’ needs. A continuing question for the field of gifted education is the relationship between nonver- bal abilities and performance in school subjects. This
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