GATE Identification - Intellectual
The intellectually gifted are children who exhibit early and rapid development of language ability, strong powers of reasoning and advanced ability in critical thinking and problem solving. They may manipulate information in divergent ways when challenged by complex issues. Typically these children are noted for being several years beyond their peers in their cognitive ability.
Traditionally, standardized tests and grade point average have been used to identify this population of gifted students. Although standardized tests
are a strong indicator, there are some weaknesses that can be found with these types of assessments. One critical weakness is that most identify a low percentage of twice exceptional (Davis and Rimm, 1989, p. 372) and other students in underrepresented populations (McCallum, Bracken, and Wasserman, 2001, pp. 3-4). Overcoming this weakness requires a commitment to the philosophy that ability is found in all groups. This commitment to equity ensures that student populations will be proportionally represented in the gifted and talented pool.
A second critical weakness is a "ceiling" problem when using group-administered tests. Ceilings mean that a child has "topped out" of
the assessment. Or the child has been able to answer the majority of the items on the test and could probably go farther if given more difficult or
additional items. It is almost impossible for extremely able children to show their exceptional abilities on the most commonly used standardized tests. (Center for Talent Development, 2004, p. 2)
Characteristics of Giftedness in General Intellectual Ability
- understands complex concepts
- draws inferences between content areas
- sees beyond the obvious
- thrives on new or complex ideas
- enjoys hypothesizing
- intuitively knows before taught
- uses an extensive vocabulary
- does in-depth investigations
- learns rapidly in comparison to peers
- 1-2 repetitions for mastery
- manipulates information
(Adapted from National Association of Gifted Children)
Traditionally, standardized tests and grade point average have been used to identify this population of gifted students. Although standardized tests
are a strong indicator, there are some weaknesses that can be found with these types of assessments. One critical weakness is that most identify a low percentage of twice exceptional (Davis and Rimm, 1989, p. 372) and other students in underrepresented populations (McCallum, Bracken, and Wasserman, 2001, pp. 3-4). Overcoming this weakness requires a commitment to the philosophy that ability is found in all groups. This commitment to equity ensures that student populations will be proportionally represented in the gifted and talented pool.
A second critical weakness is a "ceiling" problem when using group-administered tests. Ceilings mean that a child has "topped out" of
the assessment. Or the child has been able to answer the majority of the items on the test and could probably go farther if given more difficult or
additional items. It is almost impossible for extremely able children to show their exceptional abilities on the most commonly used standardized tests. (Center for Talent Development, 2004, p. 2)
Characteristics of Giftedness in General Intellectual Ability
- understands complex concepts
- draws inferences between content areas
- sees beyond the obvious
- thrives on new or complex ideas
- enjoys hypothesizing
- intuitively knows before taught
- uses an extensive vocabulary
- does in-depth investigations
- learns rapidly in comparison to peers
- 1-2 repetitions for mastery
- manipulates information
(Adapted from National Association of Gifted Children)