LEADER 05403nam 2200649 450 001 9910807633003321 005 20230807214040.0 010 $a1-118-87316-5 010 $a1-118-70564-5 035 $a(CKB)3710000000375255 035 $a(EBL)1895552 035 $a(SSID)ssj0001492589 035 $a(PQKBManifestationID)11816043 035 $a(PQKBTitleCode)TC0001492589 035 $a(PQKBWorkID)11524260 035 $a(PQKB)10913100 035 $a(Au-PeEL)EBL1895552 035 $a(CaPaEBR)ebr11032413 035 $a(CaONFJC)MIL770010 035 $a(OCoLC)904959424 035 $a(MiAaPQ)EBC1895552 035 $a(EXLCZ)993710000000375255 100 $a20150331h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEssentials of gifted assessment /$fSteven I. Pfeiffer 210 1$aHoboken, New Jersey :$cWiley,$d2015. 210 4$dİ2015 215 $a1 online resource (189 p.) 225 1 $aEssentials of Psychological Assessment Series 300 $aDescription based upon print version of record. 311 $a1-118-58920-3 320 $aIncludes bibliographical references and index. 327 $aEssentials 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 327 $aExpert 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 327 $aBeliefs 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 327 $aSome 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 327 $aMeasuring 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 327 $aSeven: Frequently Asked Questions About Gifted Assessment 330 $aAn Up-to-Date Overview of the Theory and Practice Underlying Gifted Assessment Essentials of Gifted Assessment introduces readers to the theory and practice underlying gifted assessment. Steven Pfeiffer, a leading expert in the field of gifted assessment, discusses what it means to be gifted, why we should identify gifted students, and the purposes of gifted assessment. Well-organized and engaging, the book examines key principles of gifted assessment and provides an up-to-date overview of gifted assessment measures. Topics include the use of local norms, measuring creativity and motivatio 410 0$aEssentials of psychological assessment series. 606 $aGifted children$vIdentification 606 $aGifted children$xEducation 615 0$aGifted children 615 0$aGifted children$xEducation. 676 $a371.952 700 $aPfeiffer$b Steven I.$0786586 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807633003321 996 $aEssentials of gifted assessment$91751865 997 $aUNINA