| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910460199603321 |
|
|
Autore |
Pfeiffer Steven I. |
|
|
Titolo |
Essentials of gifted assessment / / Steven I. Pfeiffer |
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Hoboken, New Jersey : , : Wiley, , 2015 |
|
©2015 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-118-87316-5 |
1-118-70564-5 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (189 p.) |
|
|
|
|
|
|
Collana |
|
Essentials of Psychological Assessment Series |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Gifted children |
Gifted children - Education |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Essentials of Gifted Assessment; Contents; Series Preface; Acknowledgments; One: Introduction to Gifted Assessment; Who Are the Gifted?; Brief History of Gifted Education; Giftedness As a Social Construction; Tripartite Model; Should We Identify Gifted Students?; Purposes of Gifted Assessment; Two: Conceptions of Giftedness Guide Gifted Assessment; Traditional Psychometric View; Talent Development Models; Differentiated Model of Giftedness and Talent; Subotnik's Developmental Transitions in Giftedness and Talent; Stanley's Talent Search Model; Renzulli's Three-Ring Conception of Giftedness |
Expert Performance PerspectiveMultiple Intelligences Model; Theory of Successful Intelligence: WICS; Synthesis of Divergent Views of Giftedness; Conclusion; Three: Gifted Assessment: Guiding Principles and Fundamental Beliefs; Fundamental Beliefs of Gifted Assessment; Key Principles in Gifted Assessment; How We Define Gifted Is Important; Assessment Should Consider Types of Available Gifted Programs; Psychometrics Count; People, Not Test Scores, Should Make Diagnostic Decisions; Multiple Measures Are an Advantage; Local Norms and Recurring Assessment Are Advantages |
Beliefs and Principles ConclusionDecision-Making or Selection Models; Four: Measuring Intellectual and Academic Ability; Why and When to |
|
|
|
|
|
|
|
|
|
|
|
Use Tests of Cognitive and Academic Ability; Where Does Abstract Reasoning Fit In?; What Tests of Cognitive Ability Measure; General and Specific Abilities; Hierarchical Models: Cattell-Horn-Carroll; Abstract Reasoning; General Intelligence (g); Clinical Insights; General Ability Index; Clinical Considerations and Adaptations for High-Ability Students; Tests with High Ceilings; Testing the Limits; Extended Norms; Levels of Intellectual Giftedness |
Some Popular Iq Tests Used in Gifted AssessmentWechsler Intelligence Scale for Children-Fifth Edition; Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition; Stanford-Binet Intelligence Scales, Fifth Edition; Woodcock-Johnson IV Tests of Cognitive Abilities; Differential Ability Scales, Second Edition; Kaufman Assessment Battery for Children, Second Edition; Cognitive Assessment System, Second Edition; Reynolds Intellectual Assessment Scales; A Few Illustrative Academic Measures; Conclusion and Recommendations; Five: Identifying and Assessing Creativity; Defining Creativity |
Measuring CreativityDivergent Thinking: Torrance Tests of Creative Thinking; Divergent Thinking: Profile of Creative Abilities; Self-Report: Abedi Test of Creativity; Teacher Checklist: Gifted Rating Scales-Creativity Scale; Consensual Assessment Technique; Creativity, Intelligence, and Talent Development; Unanswered Questions; Six: Alternative Gifted Assessment Methods; Teacher and Parent Nominations; Portfolio Assessment; Nonverbal Measures; Teacher Ratings; The GRS As a Measure of Change; Assessing Readiness for Grade Acceleration; Types of Acceleration; Iowa Acceleration Scale |
Seven: Frequently Asked Questions About Gifted Assessment |
|
|
|
|
|
|
Sommario/riassunto |
|
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 motivatio |
|
|
|
|
|
|
|
| |