The paper describes problems endemic to the evaluation of programs for gifted and talented students. The goals of gifted and talented programs are often substantially different from those covered on outcome measures available to schools. When decisions are being made about the type of programs to be provided, parallel consideration should be given…

The cumulative impact of self contained class placement for 43 gifted students (grades 6 through 8) was assessed and compared to that of 38 gifted students in regular age-grade placement. Ss were compared across multiple goal domains relevant to gifted education (higher order cognitive skills, personal autonomy and responsibility for learning,…

Developed to assess congruence of intent and practice (the teacher's ideal and students' perceived real) in instruction of the gifted in the Illinois program, the Class Activities Questionnaire (CAQ) includes 25 forced choice items evaluating cognitive emphasis, classroom conditions, and student attitudes and reactions. Cognitive items were shown…

In order to provide teachers, administrators, guidance counselors, and parents with those procedures necessary to set up programs for the gifted, the following topics are considered: definitions and descriptions of the gifted, an identification procedure consisting of five stages, and a list of 19 traits common to the gifted. A discussion of…

A project to develop instructional and evaluative procedures for special classes of intellectually gifted students in grades four, five, and six was developed as part of California Project Talent. Two demonstration programs were observed over a 3-year period; the two classes were all-day, full-week programs for children with an IQ of 130 or over.…