Validity, Reliability, and Equity Issues in an Observational Talent Assessment Process in the Performing Arts (original) (raw)
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Talent Beyond Words: Identification of Potential Talent in Dance and Music in Elementary Students
Gifted Child Quarterly, 1996
We present evidence for the reliability and validity of the Talent Identification Instrument (TII), an observation process in music and dance in which multiple judges rate students throughout a multisession audition. The approach was designed to recognize previously overlooked abilities in urban elementary students, including low income, bilingual, and special education students. The TII observation process was designed to evoke artful behaviors that can be readily recognized by arts specialists and classroom teachers. We found strong agreement among raters and adequate stability estimates. Evidence for validity was obtained through factor analysis and a variety of construct validity procedures. The performance-based assessment described here may have implications for discovering hidden potential in academic as well as artistic domains.
2009
This case study examined ways elementary school students from diverse populations (minorities and children from low socioeconomic status environments) were included in a talent development program, and determined if that inclusion proved to be beneficial for gifted identification. With intentional regard for the idea of talent development, this study sought to uncover the nuts and bolts of one district's effort to create a program for young elementary school students (K-3). This investigation used interviews, a focus group, document reviews, and standardized achievement measures to study how the talent development program for underrepresented students was created and implemented. A synthesis of data showed that the program resulted in the gifted identification of fourteen out of twenty-eight students by third grade from the program. x The results of the study have important implications for educators desiring researched based strategies for increasing student diversity in their elementary gifted programming. This study suggests that an action decision has to be made by policy makers about those underrepresented in the gifted process or the inequities that have beleaguered the gifted field since the beginning will ensue. Lessons learned from the program are shared to inform practice. A commitment to developing talent in early elementary school students from diverse low socioeconomic backgrounds is a viable option and should be pursued and encouraged.
A Systemic Review based Study of Gifted and Talented
Talent Development and Excellence, 2020
Purpose of the study: while gifted and talented students are often defined as individuals who have shown an above-average academic performance compared to their peers of the same age group, there are still some disagreements around what constitutes a gifted individual. Methodology:A systematic review based-study was conducted for existing literature regarding different definition about giftedness and talentless anddifferent issues related to talent and giftedness. Findings:Researchsuggests that the definition of giftedness should go beyond the domain of schooland into non-academic areas. In this review, the different definitions of giftedness are summarized.We also provide an analysis of the main characteristics of gifted and talented individuals, as well as a discussion on the possible differences between being gifted and talented. In addition, we examine different. methods commonly used for identifying gifted individuals and its implications for underrepresented groups. We discuss new techniques that will help identify children from lower socioeconomic backgrounds. Originality/value:We conclude with a discussion on how to improve someunresolved issues in the field, mainly focusing on an integrative definition of giftedness that will improve the detection of gifted children and thereby enhance the current enrichment programs tailored to these individuals.
Gifted Education International, 2021
With problem-solving as the focus and wisdom as the goal, the concept of giftedness is reconceptualized in the 21st century context. The two most prominent constructs in the field of education for the gifted, creativity and intelligence, are integrated into a view of exceptional talent as consisting of the ability and willingness to solve complex problems, the ability to solve varied types of problems, and a highly integrated and interconnected knowledge base. Both intelligence and creativity involve similar processes, but these processes are used in different ways during the problem-solving process. Using the framework of a paradigm as outlined by Dai and Chen, the elements of a different perspective resulting from more than 40 years of developing a conceptual framework, implementing practices based on that framework, and research on these practices are presented: definition (What?), assessment (Who?), purpose (Why?), and development (How?).
TalentTiles: A New Descriptive Talent Identification Instrument Based on Teachers' Ratings
2019
Talent identification based on multiple criteria is a common way of considering students for gifted education services. As part of a nationwide talent identification program led by UNK (New Generation Centre, Hungary of Talents Program, 2016-2020), we developed an online rating tool with which teachers could indicate the talent areas of their 5th grade students. Through several iterations-involving the translation, application, and analysis of Renzulli' s Scales for Rating the Behavioral Characteristics of Superior Students questionnaire and a custom-made normative questionnaire-we developed a matrix-style competency rating instrument called TalentTiles. The primary aim of the instrument is to collect more realistic and reliable teacher-ratings on students. The instrument takes a very short timeless than 2 minutes per student-to complete, focuses on the behavioral characteristics, measures school-related areas, addresses general competencies (e.g., ability, motivation) in a domain-specific way and has low average inter-item correlations. After the first pilot test TalentTiles seems to be an innovative and user friendly way of collecting teachers' opinions about school-related gifted behavior.
Anales De Psicologia, 2016
Este trabajo tiene por objeto probar la utilidad de la Bateria para la Evaluacion de la Superdotacion (BaSH/S, por sus siglas en portugues) para identificar diferentes grupos de alumnos superdotados en las aereas de talento academico y artistico. La bateria valora cuatro factores latentes: (a) inteligencia fluida, (b) produccion de metaforas (creatividad verbal), (c) fluidez figurativa (creatividad figurativa), y (d) calidad del pensamiento divergente figurativo (creatividad figurativa). Se tomo una muestra de 987 alumnos adolescentes, 464 chicos y 523 chicas de edades de 8 a 17 anos, que pertenecian a dos grupos: alumnos no superdotados (N=866) y alumnos superdotados (N= 67 habilidades academicas, N=34 habilidades artisticas y N=20 no identificados en un dominio especifico). El grupo de superdotados academicos presento las puntuaciones mas altas en razonamiento y podian producir metaforas mas originales y remotas, eran figurativamente mas fluidos y sus dibujos eran mas originale...
Gifted and talented children: Heterogeneity and individual differences
Anales de Psicología
Título: Niños superdotados y Talentos: Heterogeneidad y diferencias individuales. Resumen: Superdotación es un tema amplio, que cubre muchos ámbitos de actividad y diversas manifestaciones. En este artículo examinamos dos temas específicos: (a) lo perfiles cognitivos de los niños superdotados, (b) el desarrollo del talento musical. El punto común de estos estudios es la observación de la heterogeneidad de los perfiles individuales. Los resultados del primer estudio realizado sobre 99 niños con un CI igual o superior de 130, muestra una amplia heterogeneidad en el potencial intelectual, el cual está enmascarado si observamos sólo el CI global. Un análisis de cluster jerárquico identifica seis clases de niños con perfiles medios contrastados. El segundo estudio es una investigación exploratoria, enla que intentamos describir el entorno de los estudiantes de música y evaluar la importancia que los padres y profesores dan a los principales factores de éxito en el entrenamiento musical. Nuestros resultados resaltan diversos perfiles diferenciales relacionados con los contextos de entrenamiento, centrados en la representación que los niños tiene sobre la música.
Artistic talent development for urban youth: The promise and the challenge
2000
This longitudinal case study investigated issues that influence successful talent development in the arts and examined the effects of long-term artistic involvement on the lives of 23 artistically talented young people (ages 10-26) in New York City, all of whom had participated in a dance or music program in their elementary years. Most students were economically disadvantaged and from minority or culturally different backgrounds. Interviews were conducted with the students, their families, arts instructors, school teachers, and others. Four factors emerged as the primary obstacles to talent development: family circumstances, lack of affordable or appropriate instructional opportunities, peer resentment and social stigma, and the conflict between personal dreams and practical realities. The study also identified four factors key to student success in overcoming these obstacles: family support, instructional opportunities, community and school support, and innate personal qualities and psychological competencies. Evaluation of student accomplishments and observable behaviors concluded that 21 of the 23 students had achieved successful outcomes. Results have implications for development of interventions and programs to help young people with talent and drive but few opportunities. (Contains 92 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document.
Journal of Advanced Academics, 2009
Experts have developed varying, and sometimes conflicting, conceptions of academic talent and giftedness. Classroom and school composition often are tied to these conceptions of academic talent and giftedness, and magnet and charter schools select certain students who best “fit” their particular conception of giftedness. Educators’ perceptions and attitudes regarding academic talent and giftedness thus impact what services are delivered to which students. Little is known about educators’ beliefs regarding conceptions of academic talent and giftedness. The current national study surveyed 900 public school educators, including regular classroom teachers, administrators, and gifted education specialists, regarding their definitions of academic talent and giftedness. The educators believed that all traditional and popular conceptions of academic talent and giftedness were valid, but they were less likely to support definitions involving talents in less-traditional areas. Educators accep...
Giftedness and Talent Development in Children and Youth
The Oxford Handbook of Expertise, 2018
This chapter provides an overview on giftedness and talent development, its history, controversies, and recent trends and new directions. The chapter includes a brief description of the major theories of intelligence that have guided and impacted the gifted education field. Noting that there are many different ways to define, measure, and conceptualize giftedness, the chapter introduces the tripartite model of giftedness as a new and particularly useful and compelling way to view students of high ability or extraordinary potential. The chapter argues for a clear linkage between ideas that are part of the tripartite model and the talent development zeitgeist within gifted education and the construct of expertise.