218b - Gifted Child Quarterly http:/gcq.sagepub.com...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/0016986207302717 2007; 51; 218 Gifted Child Quarterly Joyce VanTassel-Baska, Annie Xuemei Feng and Brandy L. Evans Tasks: A Three-Year Analysis Patterns of Identification and Performance Among Gifted Students Identified Through Performance http://gcq.sagepub.com/cgi/content/abstract/51/3/218 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: http://gcq.sagepub.com/cgi/content/refs/51/3/218 Citations by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
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218 Gifted Child Quarterly Volume 51 Number 3 Summer 2007 218-231 © 2007 National Association for Gifted Children 10.1177/0016986207302717 http://gcq.sagepub.com hosted at http://online.sagepub.com Patterns of Identification and Performance Among Gifted Students Identified Through Performance Tasks: A Three-Year Analysis Joyce VanTassel-Baska Annie Xuemei Feng Brandy L. Evans The College of William and Mary Abstract: 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 identi- fied 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. Putting the Research to Use: This study is important to the world of practice in respect to answering important questions about the impact of performance-based assessment on statewide identification. The study helps clarify our understanding of the value-added nature of using performance tasks for identification, especially in identify- ing low-income and minority students for gifted programs. When used in combination with more traditional mea- sures, the approach can predictably yield up to 20% more students from underrepresented groups statewide. The caveat of unevenness in identification results, however, should be noted. In districts that have small percentages
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This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.

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218b - Gifted Child Quarterly http:/gcq.sagepub.com...

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