Ethical and Professional Practice Issues in the Provision of Educational Services to Gifted Students

Thompson, Kristin C.; Morris, Richard J.

doi:10.1007/978-3-319-77004-8_19

Cited by 1 publication

(1 citation statement)

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“…Two controversial topics in gifted assessment are the use of cutoff scores and using only one score (often IQ ≥ 130), to identify a student as gifted. It has been noted elsewhere that the use of a rigid cutoff score and using only one test score in high-stakes testing are contrary to Standards for Educational and Psychological Measurement (AERA, APA, & NCME, 2014) and best practices in gifted assessment (Pfeiffer, 2015; Thompson & Morris, 2008). Of course, using only one test provides a rather limited sample of a youngster’s ability profile and may underestimate (or overestimate) their “true” ability or potential.…”

Section: Discussionmentioning

confidence: 99%

The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment

Valler

Burko

Pfeiffer

et al. 2016

Journal of Psychoeducational Assessment

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The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes “gifted” drives assessment and identification practices. Conceptualization also guides the development of measures used in gifted assessment; however, the perceptions of giftedness held by test authors have not yet been explored empirically. The aim of this study was to investigate the perspectives of giftedness held by authors of the leading tests in gifted assessment. Test authors provided their views on topics, including gifted identification, use of cutoff scores, and how their tests serve the needs of this unique population. Findings indicate that there are varying opinions and views of giftedness, although most test authors in the sample embrace a multi-dimensional approach to gifted assessment. This article includes a discussion of clinical implications and future directions.

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Section: Discussionmentioning

confidence: 99%