The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment
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| Title: | The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment |
|---|---|
| Language: | English |
| Authors: | Valler, Emilee C., Burko, Jordan A., Pfeiffer, Steven I., Branagan, Alexandra M. |
| Source: | Journal of Psychoeducational Assessment. Oct 2017 35(7):695-708. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Gifted, Authors, Mixed Methods Research, Children, Intelligence Tests, Achievement Tests, Cognitive Tests, Cognitive Processes, Adults, Cognitive Development, Young Children, Cognitive Ability, Intelligence Quotient, Talent |
| Assessment and Survey Identifiers: | Bracken Basic Concept Scale, British Ability Scales, Kaufman Assessment Battery for Children, Kaufman Test of Educational Achievement, Kaufman Brief Intelligence Test, Cognitive Abilities Test, Cognitive Assessment System, Wechsler Adult Intelligence Scale, Wechsler Preschool and Primary Scale of Intelligence, Wechsler Intelligence Scale for Children, Raven Progressive Matrices, Stanford Binet Intelligence Scale |
| DOI: | 10.1177/0734282916659209 |
| ISSN: | 0734-2829 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 72 |
| Entry Date: | 2017 |
| Accession Number: | EJ1153220 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 0734-2829 |
| DOI: | 10.1177/0734282916659209 |
