Why is it difficult to identify giftedness in school-age children, especially when considering multicultural differences? List three principles that should be followed to help ensure fairness in identification
What will be an ideal response?
Measurement is a complicated matter: some components of giftedness cannot be assessed by traditional means; in addition, the particular definition of giftedness will determine how test scores are interpreted. Too often, best practices have been ignored and educators have not taken into account the varied definitions of giftedness nor recognized the effects of cultural variation on children's behavior. Principles include: assessments go beyond a narrow conception of talent; separate and appropriate identification strategies used to identify different aspects of giftedness; reliable and valid instruments and used with underserved populations; each child is viewed as an individual and the limits of a single score are recognized; a multiple-measure/multiple-criteria approach is followed; identification and placement are based on individual students' needs and abilities rather than on numbers who can be served.
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What will be an ideal response?