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Assessment in Gifted Education: A Review of the Literature from 2005 to 2016
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Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
An Examination of the CTONI Utilizing Gc-Gf Theory: A Comparison of the CTONI and WJ-III
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Lassiter, Kerry S.; Matthews, T. Darin; Feeback, Greg – Psychology in the Schools, 2007
The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from…
Descriptors: College Students, Cognitive Ability, Verbal Ability, Nonverbal Ability
Using the TONI-3 to Assess Cognitive Functioning of Urban Children with Learning Disabilities: A Brief Review of the Literature
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Essix, Brenda; Sapp, Gary L.; Kohler, Maxie P. – Online Submission, 2006
Given the paucity of research describing the use of the TONI-3 with urban children with disabilities, a brief review of the literature was conducted. While little relevant research was identified, the use of the TONI-3 was supported in a number of diverse settings. This paper also describes a study designed to examine the validity of the Test of…
Descriptors: Urban Youth, Nonverbal Ability, Learning Disabilities, Cognitive Ability