Fact: Students who are gifted do not automatically succeed if proper instruction and counseling do not occur. Studies have shown that as many as fifteen to thirty percent of high school dropouts are gifted and talented. Students who are gifted are "at risk" in other areas as well. They are at risk for underachievement during the educational years and on their jobs during their adult years. And, what may be the most shocking, students who are gifted are at risk for depression and suicide.
Students who are gifted will not always succeed without help. Myth 2 Students who are gifted are not aware of being different unless someone tells them they are. Fact: Students who are gifted are aware of being different and need to understand their unique abilities. They may think in complex terms for their age and wonder why their peers do not have the same thoughts. If their exceptionality is not understood, they may consider themselves to be strange or weird.
This perception of being different can lead to counseling needs. Myth 3 Students who are gifted should get all " A's" on their report cards. Fact: Students who are gifted have strengths and weaknesses just like everyone else. Their giftedness may be in math and not in language arts or vice versa. Too often students who are gifted have been conditioned to feel they must be perfect. This over-concern with perfection can create many problems. One of the problems is a reluctance to take risks.
Fear of failure may prevent these children from trying new thing or risking being unsuccessful in a new situation. A1 - Motivate your gifted child by A2 - Furnish books that cover a wide range of subjects and reading levels.
Skip to Main Content. District Home. Select a School Select a School. Sign In. This file includes information about several types of program evaluation.
Fetterman offers information on self-evaluation. Other authors provide ways to evaluate a variety of programming options representing different service delivery models. The authors and citations listed below represent a variety of perspectives, ranging from program evaluation experts to those who serve primarily as classroom teachers. The National Research Center on the Gifted and Talented offers the following guidelines for program evaluation: Make evaluation procedures a part of planning from the earliest stages of program development and develop a specific plan for the use of evaluation findings.
Develop clear program descriptions and goals utilizing multiple data sources e. Provide adequate funding and time for evaluations while preparing staff for conducting and analyzing the results of the evaluation. Clearly identify all audiences who have an interest in or need for evaluation results and involve them in the evaluation process.
Develop or select assessment tools that address the complex issues of measurement that characterize outcomes of gifted programs. Use a variety of data gathering methods designed to reflect the unique structure and goals of programs for gifted learners i.
Disseminate reports to all appropriate audiences in a timely fashion and with recommendations designed to encourage follow-through. Reference: Callahan, C. Instruments and evaluation designs used in gifted programs Research Monograph Following are links to related Internet resources and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations.
Author s Hunsaker, Scott L. It discusses three general issues of communication with decision-makers: being clear on intentions, being considerate of decision-makers, and providing useful information. Data gathering suggestions for documenting program results are listed. Author s Hertzog, Nancy B.
Describes the evaluation process and the resulting effect of the evaluation on the constituents and stakeholders of an early-childhood program. The review process used document review, interviews, focus groups, and classroom-observation techniques to arrive at recommendations and an action plan. Author s Gubbins, E. The paper also suggests strategies for data collection. Author s Doina, Richard D.
Describes the overreliance on self-evaluation assessments, and stresses the need for both qualitative and quantitative data that measure program effectiveness and student growth in order to ward off program budget cuts. Fetterman, David M. Mar 70p. Principles of the self-examination process are offered, noting similarities to external evaluation models.
Principles of self-evaluation efforts include the importance of maintaining a nonjudgmental orientation, soliciting views from the insider's perspective, and triangulating data. The most important techniques in self-evaluation are observation, interviewing, and participation. While self-evaluation maintains an educational program's quality on a daily basis, expert external evaluation is essential to an in-depth and objective understanding.
Important considerations in external evaluation include working with an external evaluator and understanding qualitative and quantitative approaches. Clear communication of evaluation findings is important for both internal and external evaluations. General evaluation guidelines and specific guidelines for evaluating gifted and talented education programs are given. A case study illustrates many of these guidelines, including the importance of context; preparing a program description; the use of verbatim quotations; assessment and analysis; review of the standard program mechanisms referral, identification, and selection ; refinements; analyzing underlying factors; addressing larger sociopolitical concerns; and communicating evaluation findings.
Appendices provide further explanation of evaluation components. Ross-Fisher, Roberta L. Callahan, Carolyn M. BBB ; Virginia Univ. The investigation involved establishing several databases containing three kinds of information: 1 abstracts of articles relating to evaluation utility and the evaluation of gifted programs; 2 instruments that have been used by other school districts in the evaluation of gifted programs as well as reviews of these instruments; and 3 actual evaluations used across the nation to assess the effectiveness of gifted programs.
Studies identified factors which improve the likelihood that results of an evaluation will be useful and will lead to development of a set of guidelines.
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