Summary: Identification of gifted and talented students
- Issues of equity are fundamental to the identification of the gifted and talented. An inclusive approach that will benefit as wide a group as possible is more valuable than an exclusive approach.
- Special attention should be given to the 'hidden gifted'. These include:
- disadvantaged gifted
- disabled gifted
- those with learning difficulties
- underachieving gifted
- those from minority cultural and ethnic groups.
- Identification is a mediating link between definitions of giftedness and talent, and educational programmes.
- It is helpful to have a school-wide policy on the gifted and talented that co-ordinates identification in the school.
- Some of the principles of sound identification suggest that it should:
- begin early
- be continuous
- incorporate a team approach
- be as unobtrusive as possible
- include both quantitative and qualitative methods.
- Identification should employ a wide range of quantitative and qualitative methods. Some of these methods are:
- teacher, self-, peer, and parent nomination
- standardised tests of intelligence, achievement, and creativity
- teacher-made tests
- portfolios and performance-based assessments
- rating scales and checklists.
- A responsive learning environment approach, in which rich and stimulating learning experiences can take place, helps to challenge gifted and talented students and to enable their special abilities to 'surface' and be identified. Such an approach is particularly helpful for identifying gifted and talented students who are disabled, disadvantaged, or from different cultural groups.
- Identifying gifted students from diverse cultures poses special challenges. Standardised tests of intelligence and achievement, and even teacher and self-nominations, are often not appropriate or effective. Of more value for identifying Māori students and those from other ethnic groups are the evaluation of students' products, careful teacher observation through a responsive learning environment, and input from whānau members and kaumātua.
Related readings
For links to a range of online reading material by New Zealand authors about gifted and talented education, go to the G&T Related Reading for School Policies and Programmes site.
Research
The Extent, Nature and Effectiveness of Planned Approaches in New Zealand Schools for Providing for Gifted and Talented Students
This research was commissioned by the Ministry of Education in response to a recommendation made in the report from the Working Party on Gifted Education, and to inform the Ministry of Education's development of policy for the education of gifted and talented students.
The purpose of the research was to determine how schools provide for these students and the efficacy of these approaches.
The section of the report entitled 'Identification of Giftedness and Talent' relates to the topics discussed in the 'Identification' section of this site.