Predictive relationships among perceived family processes, intrinsic and extrinsic motivation, incremental beliefs about intelligence, confidence in intelligence, and creative problem-solving practices in mathematics and science were examined. Participants were 733 scientifically talented Korean students in fourth through twelfth grades as well as…

The authors stress the variety of human abilities and the numerous ways in which those abilities can be expressed. They call for a consideration of a wide range of competencies in both definitions as well as tests of intelligence. They advocate developing new means of assessment to examine natural performances in specific domains. (Author/CL)

The author provides guidelines for determining the target audience for a gifted program evaluation. Descriptions of several approaches for program evaluation are offered. (Author/SW)

A model for annual evaluations of a school system's gifted programs is presented. The evaluation should address objectives in five program goal areas: identification, curriculum, staff development, parent and community involvement, and the evaluation process itself. (DB)

The article discusses the evaluation of classroom materials for gifted children, and a one-page measure, "The Guide for Evaluating Instructional Materials for Gifted Children"' is given. (SW)

The author describes a course on critical thinking for gifted students. The process of analysis and evaluation of controversies is examined and the advantages and disadvantages of critical thinking as a separate course or integrated into the subject matter curriculum are explored. (PHR)

The 1982 National Report on Identification, Assessment and Recommendations for Comprehensive Identification of Gifted and Talented Youth focused on six topic areas: (1) appropriate definitions; (2) principles of identification; (3) effectiveness of current identification; (4) screening out of gifted students; (5) use of a multiplicity of methods;…

Guidelines for use in formative evaluation of gifted and talented programs focus on objectives, obstacles (such as using standardized tests to evaluate gifted programs), and models. Steps are listed for initiating, carrying out, and completing formative evaluation. (CL)

The author reviews types of measures for assessing the educational outcomes of gifted programs including questionnaires and checklists, norm-referenced achievement tests, criterion-referenced measures, and constructive-response and selective-response tests. (SW)

This article presents a framework for conducting effective evaluations of programs for gifted students, reflecting current best practice. The evaluation framework proceeds through four stages: preparing for the evaluation, designing data collection and analysis, conducting the evaluation, and reporting findings and follow-up. A planning matrix is…

The use of IQ scores as criteria for entry into gifted programs is criticized. Difficulties in test interpretation are noted, as are factors biasing the performance of culturally different students. The author cites flaws with intelligence, achievement, and creativity tests and suggests that locally designed and normal methods are preferable. (CL)

The evaluation of gifted programs is examined in terms of setting group and individual goals, measurement problems (validity, reliability, precision, ceiling effect, and overtesting), comparison groups (national norms or pre- and posttesting), and implementing evaluation strategies. (DB)

The author discusses the selection and use of control groups, particularly in studies evaluating gifted programs. Factors affecting evaluation design decisions are outlined, the control and abuse of control groups is discussed, and some useful data collection design procedures are reviewed. Also considered is the analysis of data from contrast…

Strategies are discussed that provide a theoretically sound, valid, and practical framework for evaluating the processes used in identifying gifted/talented students. The strategies stress assessing the relevance of instruments used, their reliability and validity, their limitations, and using a variety of evaluation techniques. (JDD)

This article summarizes Renzulli's Revolving Door Identification Model, an approach to the identification of gifted and talented students. It then investigates reasons for its popularity, addresses criticisms leveled against the model, and assesses its validity and utility for identifying and serving gifted students. (Author/JDD)