Essentials of Gifted Assessment (Essentials of Psychological Assessment)
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An Up-to-Date Overview of the Theory and Practice Underlying Gifted Assessment
Essentials of Gifted Assessment introduces readers to the theory and practice underlying gifted assessment. Steven Pfeiffer, a leading expert in the field of gifted assessment, discusses what it means to be gifted, why we should identify gifted students, and the purposes of gifted assessment.
Well-organized and engaging, the book examines key principles of gifted assessment and provides an up-to-date overview of gifted assessment measures. Topics include the use of local norms, measuring creativity and motivation, nonverbal measures, the importance of recurring gifted assessment, multi-potentiality, gifted testing and minority group students, and evaluating the twice-exceptional student. Early identification and intervention greatly benefits gifted students, who may otherwise never realize their full potential. Throughout the book, Pfeiffer equips school psychologists with the tools they need to:
- Identify and assess uniquely bright and talented students
- Integrate multiple assessment measures including intelligence, cognitive ability, and achievement tests
- Assess gifted students with coexisting disabilities and disorders
- Promote the abilities of gifted students using evidence-based strategies
The book also includes extensive illustrative material, such as callout boxes and case examples, that facilitate use as a quick reference, plus end-of-chapter "Test Yourself" questions that help reinforce key concepts. Essentials of Gifted Assessment helps new and seasoned school psychologists and other professionals acquire the skills and knowledge needed for ethical, evidence-based, and informed clinical practice with high-ability students.
important mental capabilities to make sense of things and ﬁgure out what to do in challenging situations (Gottfredson, 1997). Note the similarity to Sternberg’s WICS model. Viewing giftedness from this ﬁrst perspective can involve any of the many different views of what constitutes intelligence. A practitioner in the schools, employing this ﬁrst lens, could adopt a simple, straightforward view of general intelligence (psychometric g) and use any reliable and valid measure of general mental
2007). The average internal consistency reliability value for the Fluid-Crystallized Index ranges from .96 to .97 across ages (Kranzler & Floyd, 2013); subtest reliabilities are quite good, reﬂective of a well-constructed test (Thorndike, 2005). Testing time is from 35–70 minutes; there is scoring software. The KABC-II includes novel and high-appeal subtest manipulatives and a language-reduced composite called the Nonverbal Index. Finally, the KABC-II is linked to a conormed achievement test, the
of high interest to both the lay public and those in the gifted ﬁeld. Included is a discussion of how creativity is deﬁned and conceptualized and how creativity relates to intelligence, giftedness, and talent development. The chapter also introduces measures of creativity that can be used as part of a gifted assessment. To many people, both the lay public and academicians, creativity remains an ambiguous, vague, and even unscientiﬁc construct. Part of the reason for this view is that many of the
cognitive abilities—it is indisputable that they have, as a group, a much greater set of potential career options than other children. However, as they get older and begin to develop more crystallized interests in speciﬁc areas, and as we can measure in a more ﬁne-grained fashion their unique and speciﬁc proﬁle of abilities, we can and should expect to observe a narrowing of differentiation of ability proﬁles (and interests), as Achter et al. (1997) report. So, in answer to the frequently asked
Motivation (see Gifted Rating Scale) Academic Motivation Scale, 136 Acceleration (see Assessment, readiness for grade acceleration) ACT, 56 Amabile, Teresa, 105 Artistic Talent, 120 Assessment; authentic (also see portfolio assessment), 114 best practices, 14, 27, 58, 140–141 measuring change, 124 fundamental beliefs, 44–48 gifted test battery, 134–135 key principles, 48–57, 88–90 local norms, 53–57 multiple measures, 53 nonverbal measures, 115 portfolio, 111–115 purposes gifted assessment,