Bias related to gifted education can result in under identification of students and unequal access to gifted programming and services (Council for Exceptional Children, 2019 National Association for Gifted Children, n.d. Bias is frequently based stereotypes involving race, ethnicity, culture, language, age, (dis)abilities, family status/composition, gender identity and expression, sex, sexual orientation, socioeconomic status, religious and spiritual values, geographic location, and country of origin. A tendency or prejudice toward or against something or someone. Assessment is a broad term that includes identification, instruction, and evaluation.īias. Process of gathering information or using instruments for a specific purpose, typically to determine an individual’s status with respect to a characteristic or behavior. (Davis, Rimm, & Siegle, 2011 Reis & Housand, 2008).Īssessment. Measured by verbal, quantitative, or nonverbal reasoning tests. Ability to learn material at advanced rates and levels of understanding in a specific area (e.g., humanities, mathematics, science). Achievement typically is assessed using standardized achievement tests, curriculum-based assessments, portfolios, and products.Īptitude. Accomplishment or performance demonstrating learned knowledge and skills. (Assouline, Colangelo, VanTassel-Baska, & Lupkowski-Shoplik, 2015 Colangelo, Assouline, & Gross, 2004 Rogers, 2007, 2015 Worrell, Subotnik, Olszewski-Kubilius, & Dixson, 2019).Īchievement. Grade-based acceleration includes options that reduce the number of years spent in school such as grade skipping, telescoping, and early admissions whereas, content-based acceleration is domain specific and students receive grade-level instruction within their own class or in an advanced grade at an accelerated pace such as cross-grade grouping, single subject acceleration, and continuous progress. It is a strategy of progressing through education at rates faster or ages younger than the norm through grade-based or content-based acceleration. Acceleration encourages students to learn at a rate commensurate with their abilities. Widely used in Talent Search programs, it is used to increase the test’s ceiling and thus provide an accurate picture of the relative ability level of students whose abilities exceed those that can be measured using on-grade level instruments (Matthews, 2008).Īcceleration. Above-grade-level testing is the practice of administering a test that was designed for and normed on an older population to a younger, advanced/gifted student (Warne, 2012). Identifying readiness to learn beyond a student’s grade level can be assessed through performance measures and above-grade-level testing, which is also called off-grade testing, out-of-level testing, above-level testing, and off-level testing. Students with gifts and talents are often performing or are ready to learn content beyond the typical age-based grade level. Abilities can be developed through appropriate formal and informal education experiences and typically are assessed by measures such as intelligence and aptitude tests.Ībove-Grade-Level. Capacity to develop competence in an area of human endeavor also referred to as ‘potential’. 2019 NAGC Pre-K-Grade 12 Gifted Programming StandardsĪbility/Abilities.
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