Identification Tools
The identification process requires information to be gathered from a variety of sources, both formal and informal, and needs to comprise of multiple perspectives including the learner, learner's peers, family, teachers, specialists and pertinent community members such as kaumatua, coaches or mentors. (Ministry of Education, 2012).
An examplar discussing the use of Mangapapa School's multi-method approach to identification is shared by the Education Review Office (2008). The process employed at this school includes the use of:
Teacher Observation Scales based on New Zealand research
Hands-on resources
The New Zealand Centre for Gifted Education has developed a set of resources to assist teachers in the process of identifying gifted learners. These are available to purchase.
Portfolios and e-portfolios
An additional tool that can be very useful for identification, is the use of portfolios, and in particular e-portfolios which allow for greater communication between centres/schools and families. A critical appraisal of e-portfolios as a tool for use in gifted education explores its use for identification as well as in the planning and evaluation of provisions. While this is framed in relation to early childhood it is a relevant tool for all levels of education.
Self, peer, parent, teacher, community nomination
A selection of formal and informal tools are explored on the Ministry of Education's TKI website. Also included are some practical tools such as nomination forms. Over time I hope to add some additional resources here including questionnaires which will help to further support the information gathering process.
Culturally specific indicators
Bevan-Brown (2009) discusses the concepts behind identifying and providing for gifted and talented Maori learners while research carried out by Scobie-Jennings (2013) explores identification of gifted Maori learners through case studies. Resources pertaining to the identification of gifted and talented Pasifika learners are available here. These resources may be useful in supporting a collaborative community approach to developing school or centre specific identifiers.
Early childhood
Literature and resources specific to supporting identification and provisions in early childhood can be located here.
An examplar discussing the use of Mangapapa School's multi-method approach to identification is shared by the Education Review Office (2008). The process employed at this school includes the use of:
- historical information drawing on previous school or early childhood records
- Teacher Observation Scales
- in-class observations and assessment
- work samples and portfolios
- standardised tests (not a strong emphasis)
- self, peer, and parent nominations
- interviews with students and parents
- psychological testing
Teacher Observation Scales based on New Zealand research
- Identifying and Providing for Giftedness in the Early Years (Allan, 2002). Download the pdf from the 'Toolbox' on right side of the screen.
- Teacher observation scales for identifying children with special abilities: Teachers handbook (McAlpine & Reid, 1996).
Hands-on resources
The New Zealand Centre for Gifted Education has developed a set of resources to assist teachers in the process of identifying gifted learners. These are available to purchase.
Portfolios and e-portfolios
An additional tool that can be very useful for identification, is the use of portfolios, and in particular e-portfolios which allow for greater communication between centres/schools and families. A critical appraisal of e-portfolios as a tool for use in gifted education explores its use for identification as well as in the planning and evaluation of provisions. While this is framed in relation to early childhood it is a relevant tool for all levels of education.
Self, peer, parent, teacher, community nomination
A selection of formal and informal tools are explored on the Ministry of Education's TKI website. Also included are some practical tools such as nomination forms. Over time I hope to add some additional resources here including questionnaires which will help to further support the information gathering process.
Culturally specific indicators
Bevan-Brown (2009) discusses the concepts behind identifying and providing for gifted and talented Maori learners while research carried out by Scobie-Jennings (2013) explores identification of gifted Maori learners through case studies. Resources pertaining to the identification of gifted and talented Pasifika learners are available here. These resources may be useful in supporting a collaborative community approach to developing school or centre specific identifiers.
Early childhood
Literature and resources specific to supporting identification and provisions in early childhood can be located here.
References
Allan, B. (2002). Identifying and Providing for Giftedness in the Early Years. Palmerston North, New Zealand: Kanuka Grove Press.
Bevan-Brown, J. (2009). Identifying and providing for gifted and talented Mäori students. Apex, 15(1).
McAlpine, D. & Reid, N. (1996). Teacher observation scales for identifying children with special abilities: Teachers handbook. Palmerston North, New Zealand: ERDC Press.
New Zealand Centre for Gifted Education. (n.d.). Gifted Education Centre: Resources.
New Zealand Education Review Office. (2008). Schools' provision for gifted and talented students: Good practice.
New Zealand Ministry of Education. (2012). Gifted and talented students: meeting their needs in New Zealand Schools.
New Zealand Ministry of Education. (n.d.). Te kete ipurangi: Informal tools.
Scobie-Jennings, E. (2013). An investigation into the identification of Māori gifted and talented students in mainstream schools. Apex, 18(1).
Allan, B. (2002). Identifying and Providing for Giftedness in the Early Years. Palmerston North, New Zealand: Kanuka Grove Press.
Bevan-Brown, J. (2009). Identifying and providing for gifted and talented Mäori students. Apex, 15(1).
McAlpine, D. & Reid, N. (1996). Teacher observation scales for identifying children with special abilities: Teachers handbook. Palmerston North, New Zealand: ERDC Press.
New Zealand Centre for Gifted Education. (n.d.). Gifted Education Centre: Resources.
New Zealand Education Review Office. (2008). Schools' provision for gifted and talented students: Good practice.
New Zealand Ministry of Education. (2012). Gifted and talented students: meeting their needs in New Zealand Schools.
New Zealand Ministry of Education. (n.d.). Te kete ipurangi: Informal tools.
Scobie-Jennings, E. (2013). An investigation into the identification of Māori gifted and talented students in mainstream schools. Apex, 18(1).