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| Carri, Louis | 1 |
| Day, Jeanne D. | 1 |
| Hadaway, Nancy | 1 |
| Marek-Schroer, Marilyn F. | 1 |
| Tyler-Wood, Tandra | 1 |
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Peer reviewedTyler-Wood, Tandra; Carri, Louis – Roeper Review, 1991
This study examined the scores obtained by 21 elementary-level gifted students on 4 different intellectual measures--Stanford-Binet (LM), Stanford-Binet (Fourth Edition), Otis-Lennon School Abilities Test, and the Cognitive Abilities Test. Results showed that the population of gifted students identified will vary greatly depending upon which test…
Descriptors: Ability Identification, Cognitive Ability, Elementary Education, Evaluation Methods
Peer reviewedBolig, Erika E.; Day, Jeanne D. – Roeper Review, 1993
Dynamic assessment is presented as a method of measuring intellectual ability which addresses criticisms of traditional intelligence tests. Dynamic assessment can be used to identify children's learning abilities, determine how and/or what to teach, assess giftedness in minority and poor children, control for individual differences, and explore…
Descriptors: Ability Identification, Cognitive Ability, Cognitive Tests, Economically Disadvantaged
Peer reviewedHadaway, Nancy; Marek-Schroer, Marilyn F. – Roeper Review, 1992
This article highlights problems inherent in traditional screening measures for giftedness and suggests the student portfolio as a promising alternative for the identification of gifted children, especially those from special populations. Examples of items to be included in portfolios include writing samples, journals, artwork, projects, class…
Descriptors: Ability Identification, Cultural Differences, Elementary Secondary Education, Evaluation Methods
