Essentials of Gifted Assessment: (Essentials of Psychological Assessment)

An 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 motivation, nonverbal measures, the importance of recurring gifted assessment, multi-potentiality, gifted testing and minority group students, and evaluating the twice-exceptional student. Early identification and intervention greatly benefits gifted students, who may otherwise never realize their full potential. Throughout the book, Pfeiffer equips school psychologists with the tools they need to: Identify and assess uniquely bright and talented students Integrate multiple assessment measures including intelligence, cognitive ability, and achievement tests Assess gifted students with coexisting disabilities and disorders Promote the abilities of gifted students using evidence-based strategies The book also includes extensive illustrative material, such as callout boxes and case examples, that facilitate use as a quick reference, plus end-of-chapter "Test Yourself" questions that help reinforce key concepts. Essentials of Gifted Assessment helps new and seasoned school psychologists and other professionals acquire the skills and knowledge needed for ethical, evidence-based, and informed clinical practice with high-ability students.

Table of Contents:
Series Preface xi Acknowledgments xiii One Introduction to Gifted Assessment 1 Who Are the Gifted? 1 Brief History of Gifted Education 3 Giftedness as a Social Construction 6 Tripartite Model 7 Should We Identify Gifted Students? 13 Purposes of Gifted Assessment 14 Two Conceptions of Giftedness Guide Gifted Assessment 17 Traditional Psychometric View 19 Talent Development Models 21 Differentiated Model of Giftedness and Talent 22 Subotnik’s Developmental Transitions in Giftedness and Talent 23 Stanley’s Talent Search Model 27 Renzulli’s Three-Ring Conception of Giftedness 29 Expert Performance Perspective 30 Multiple Intelligences Model 32 Theory of Successful Intelligence: WICS 33 Synthesis of Divergent Views of Giftedness 35 Conclusion 40 Three Gifted Assessment: Guiding Principles and Fundamental Beliefs 44 Fundamental Beliefs of Gifted Assessment 44 Key Principles in Gifted Assessment 48 How We Define Gifted Is Important 48 Assessment Should Consider Types of Available Gifted Programs 49 Psychometrics Count 51 People, Not Test Scores, Should Make Diagnostic Decisions 52 Multiple Measures Are an Advantage 53 Local Norms and Recurring Assessment Are Advantages 53 Beliefs and Principles Conclusion 57 Decision-Making or Selection Models 58 Four Measuring Intellectual and Academic Ability 63 Why and When to Use Tests of Cognitive and Academic Ability 64 Where Does Abstract Reasoning Fit In? 65 What Tests of Cognitive Ability Measure 67 General and Specific Abilities 68 Hierarchical Models: Cattell-Horn-Carroll 68 Abstract Reasoning 70 General Intelligence (g) 71 Clinical Insights 73 General Ability Index 73 Clinical Considerations and Adaptations for High-Ability Students 75 Tests with High Ceilings 75 Testing the Limits 76 Extended Norms 77 Levels of Intellectual Giftedness 78 Some Popular IQ Tests Used in Gifted Assessment 79 Wechsler Intelligence Scale for Children—Fifth Edition 80 Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition 81 Stanford-Binet Intelligence Scales, Fifth Edition 82 Woodcock-Johnson IV Tests of Cognitive Abilities 83 Differential Ability Scales, Second Edition 84 Kaufman Assessment Battery for Children, Second Edition 85 Cognitive Assessment System, Second Edition 86 Reynolds Intellectual Assessment Scales 87 A Few Illustrative Academic Measures 88 Conclusion and Recommendations 88 Five Identifying and Assessing Creativity 92 Defining Creativity 92 Measuring Creativity 97 Divergent Thinking: Torrance Tests of Creative Thinking 97 Divergent Thinking: Profile of Creative Abilities 100 Self-Report: Abedi Test of Creativity 101 Teacher Checklist: Gifted Rating Scales—Creativity Scale 102 Consensual Assessment Technique 104 Creativity, Intelligence, and Talent Development 106 Unanswered Questions 108 Six Alternative Gifted Assessment Methods 110 Teacher and Parent Nominations 110 Portfolio Assessment 111 Nonverbal Measures 115 Teacher Ratings 115 The GRS as a Measure of Change 124 Assessing Readiness for Grade Acceleration 124 Types of Acceleration 124 Iowa Acceleration Scale 126 Seven Frequently Asked Questions About Gifted Assessment 129 Six Questions 129 1. Should Nonverbal Tests Be Used as Part of Gifted Assessment, and If So, When? 130 2. How Should We Approach the Assessment and Identification of Typically Underrepresented Gifted Populations? 131 3. What Constitutes a Complete Gifted Assessment Test Battery? 134 4. Should Social Competence, Passion for Learning, Motivation, and Emotional Intelligence Be Included in Gifted Assessment? 135 5. Should We Be Concerned About Multipotentiality When Testing High-Ability Students? 137 6. Are There Any Recommendations for Assessment of the Twice-Exceptional Learner? 138 Concluding Comments 140 References 143 About the Author 163 Index 165

About the Author :
STEVEN I. PFEIFFER, PHD, is a licensed psychologist and Professor and Director of Clinical Training in the combined School Psychology and Counseling Psychology program at Florida State University. An authority on the psychology of giftedness, he is the lead author of the Gifted Rating Scales, a widely used measure to help identify gifted students published by Pearson Assessment. Previously, Dr. Pfeiffer served as Executive Director of Duke University's acclaimed precollegiate gifted program.